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초등학생과 중학생의 과학긍정경험 향상 요인에 대한 질적 탐구
Qualitative Inquiry on Factor for Improving Elementary and Secondary Students' Positive Experiences about Science 원문보기

초등과학교육 = Journal of Korean elementary science education, v.39 no.2, 2020년, pp.183 - 203  

강훈식 (서울교육대학교) ,  이성희 (서울강서초등학교) ,  이일 (경기광명고등학교) ,  곽영순 (한국교원대학교) ,  신영준 (경인교육대학교) ,  이수영 (서울교육대학교) ,  하지훈 (생금초등학교)

Abstract ▼ AI-Helper 아이콘AI-Helper

The purpose of this study is to investigate the factor for improving elementary and secondary students' positive experiences about science (PES). In-depth interviews with 32 students and 8 teachers from 8 elementary and secondary Science Core schools were conducted to explore the factors for improvi...

주제어

#positive experiences about science   #key factor   #environmental factor  

표/그림 (3)

질의응답

핵심어 질문 논문에서 추출한 답변
학생들이 과학긍정경험을 하는 것이 중요한 이유는? , 2017). 또한 학생들이 과학긍정경험을 하는 것은 우리나라 과학교육의 질 제고뿐만 아니라, 학생의 삶의 질 향상 및 평생학습의 관점에 서도 매우 중요하다(Ku et al., 2017; Kwak et al.
수업의 주체로서 학습자의 목소리가 중요한 이유는? 수업의 주체로서 학습자의 목소리에 대한 중요 성은 꾸준히 주장되어 왔다(Jenkins, 2006; Kang & Lee, 2012; Park & Song, 2009). 학생들의 과학수업에 대한 인식이 자신의 과학 학습이나 교사와의 상호작용, 교사의 교수 학습 행동, 과학이나 과학수업에 대한 태도, 과학자에 대한 이미지, 과학관련 진로선택 등에 중요한 영향을 미칠 줄 수 있기 때문 이다(Han & Kim, 2017; Jaber & Hammer, 2016b; Ju et al., 2009; Kwak, 2005; Lee et al.
과학긍정경험이란? , 2015; Schutz & Pekrun, 2007). 이와 마찬가지로 과학 및 과학 학습 에 관련된 학생들의 정의적 성취 중 하나인 과학긍 정경험은 인지적 성과의 중재 요인으로 작용함으 로써 과학 학습의 목적과 결과에 많은 영향을 미친다(Shin et al., 2017).
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참고문헌 (43)

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