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과학 상태호기심 및 과학 상태불안 측정도구 개발
The Development of Instruments for the Measuring Science State Curiosity and Anxiety in Science Learning 원문보기

한국과학교육학회지 = Journal of the Korean association for science education, v.40 no.5, 2020년, pp.485 - 502  

강지훈 (용소초등학교) ,  유병길 (부산교육대학교) ,  김지나 (부산대학교)

초록
AI-Helper 아이콘AI-Helper

본 연구의 목적은 과학 학습 상황을 과학 문제 대면, 결과 확인, 과학 개념 학습의 세 단계로 구분하여 학생들의 상태호기심 및 상태불안을 측정할 수 있는 도구를 개발하고, 개발한 측정도구의 타당도와 신뢰도를 검증하는 것이다. 이를 위해 여러 선행연구의 이론적 배경을 바탕으로 과학 상태호기심과 과학 상태불안을 세 단계의 학습 상황에 맞게 정의하였고, 이 정의에 맞게 예비 문항을 개발하였다. 예비 문항은 상태호기심 및 상태불안의 변화도 파악할 수 있도록 단계별로 문항 수와 기본틀이 동일하게 개발하였다. 안면타당도와 내용 타당도 검증과정에서 일부 예비 문항을 수정하였다. 탐색적 및 확인적 요인분석 결과 본 측정도구는 각 단계별로 상태호기심 5 문항과 상태불안 5 문항(2 요인 10 문항)으로 구성되었고, 본 측정도구의 구인타당도를 확보하였다. 크론바흐 알파값은 요인별, 전체문항별 모두 0.8 이상이 나왔다. 본 측정도구는 세 단계의 과학 학습 상황에 맞게 상태호기심 및 상태불안을 측정하고 그 변화를 파악할 수 있다는 점에서 의미있다.

Abstract AI-Helper 아이콘AI-Helper

The purpose of this study was to develop an instrument for the measuring students' state curiosity and anxiety by dividing science learning context into three stages: when confronting scientific task, checking the results, learning science concepts, and verify the validity and reliability of the mea...

주제어

표/그림 (15)

질의응답

핵심어 질문 논문에서 추출한 답변
인지적 측면을 중요시하는 학습지도 전략에 대해 어떤 지적이 제기되어 왔는가? 과학 학습을 효과적으로 지도하기 위한 방법에 대한 연구는 주로 인지적 측면의 관점에서 이루어져 왔다. 하지만 인지적 측면을 중요시하는 학습지도 전략은 동기, 감정과 같은 정의적 특성을 고려하지 않는다는 지적이 꾸준히 제기되어왔다(Pintrich, Marx, & Boyle, 1993; Randler et al., 2011).
과학 학습을 효과적으로 지도하기 위한 방법에 대한 연구는 주로 어떤 측면의 관점에서 이루어졌는가? 과학 학습을 효과적으로 지도하기 위한 방법에 대한 연구는 주로 인지적 측면의 관점에서 이루어져 왔다. 하지만 인지적 측면을 중요시하는 학습지도 전략은 동기, 감정과 같은 정의적 특성을 고려하지 않는다는 지적이 꾸준히 제기되어왔다(Pintrich, Marx, & Boyle, 1993; Randler et al.
본 논문에서 탐색적 요인분석을 위해 최대우도법을 사용한 이유는 무엇인가? 자료가 정규분포를 따를 때 요인추출방법으로 가장 적합한 방법은 최대우도법이다(Kim, 2016). 따라서 탐색적 요인분석은 공통요인분석 중 최대우도법을 사용하였다.
질의응답 정보가 도움이 되었나요?

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