생성형 AI를 활용한 과학 수업이 과학 개념 습득과 과학에 관련된 태도에 미치는 효과 = The Effects of Generative AI-Based Science Lessons on Science Concepts Acquisition and Science Related Attitudes

다국어 초록 (Multilingual Abstract)

The Effects of Generative AI-Based Science Lessons on Science Concepts Acquisition and Science Related Attitudes Kang, Ha Na Major in Elementary Gifted Education in Science Graduate School of Education Busan National University of Education Supervised by Professor : Lee, Yong Seob This study aimed to examine the effects of generative AI-based science lessons on elementary students’ science concept acquisition and science-related attitudes. The participants were 18 fifth-grade students (9 boys and 9 girls) from one class at an elementary school located in a metropolitan city in Korea. A one-group pretest–posttest design was employed. Prior to the intervention, students completed a science concept test and a science-related attitude questionnaire. The instructional intervention consisted of ten project-based science lessons integrating generative AI tools. After the intervention, posttests using the same science concept test and attitude questionnaire were administered. In addition, surveys and semi-structured interviews were conducted to examine students’ affective responses and learning experiences in depth. The results of the study are as follows. First, the generative AI-based science lessons had a statistically significant positive effect on students’ science concept acquisition. Students’ posttest scores were significantly higher than their pretest scores, indicating that generative AI-supported instruction effectively promoted cognitive achievement. Second, students’ science-related attitudes showed statistically significant improvement across all subdomains, including perceptions of science, interest in science, and scientific attitudes, suggesting that the lessons positively influenced students’ affective development. Third, qualitative analyses of survey responses and interviews revealed that students experienced sustained curiosity through interactions with AI, developed cognitive openness by comparing multiple perspectives generated by AI, and demonstrated a more critical attitude toward information by verifying AI-generated content with other sources. Collaborative discussions with peers further strengthened students’ scientific attitudes toward problem solving. Based on these findings, generative AI-based science lessons can be considered educationally effective in both deepening elementary students’ science concept understanding and fostering positive, inquiry-oriented scientific attitudes. This study provides empirical evidence that generative AI can function not merely as a learning support tool, but as a core pedagogical medium that simultaneously promotes students’ cognitive and affective development in elementary science education. * Keywords: Science Education, Generative Artificial Intelligence, Affective Characteristics * A thesis submitted in partial fulfillment of the requirements for the degree of Master of Education

목차 (Table of Contents)

• 목 차
• Ⅰ. 서론 1
• 1. 연구의 필요성과 목적 1
• 2. 연구 문제 3
• 3. 용어의 정의 4
• 4. 연구의 제한점 5
• Ⅱ. 이론적 배경 7
• 1. 생성형 AI 교육 7
• 2. 과학 개념(Science concepts) 9
• 3. 과학에 관련된 태도(Science related attitudes) 12
• Ⅲ. 연구 방법 및 절차 15
• 1. 연구 절차 15
• 2. 연구 대상 16
• 3. 연구 설계 16
• 4. 검사 도구 17
• 5. 수업 설계 20
• 6. 자료 처리 및 분석 방법 22
• Ⅳ. 연구 결과 및 논의 24
• 1. 생성형 AI를 활용한 과학 수업이 초등학생의 과학 개념 습득에
• 미치는 효과 24
• 2. 생성형 AI를 활용한 과학 수업이 초등학생의 과학 관련 태도에
• 미치는 효과 25
• 3. 생성형 AI를 활용한 과학 수업에 대한 초등학생들의 인식 31
• Ⅴ. 결론 및 제언 35
• 1. 결론 35
• 2. 제언 37
• 참고문헌 39
• ABSTRACT 43
• 부록 46
• 감사의 글 80