초등과학영재와 일반학생의 과학적 태도와 자아탄력성 및 심리적 안녕감의 관계

이경란 ( Kyoeng Ran Lee ),박종호 ( Jong Ho Park ) 서울敎育大學校 初等敎育硏究所 2013 한국초등교육 Vol.24 No.4

본 연구에서는 초등과학영재와 일반학생의 과학적 태도 및 자아탄력성 및 심리적 안녕감과의 차이, 과학적 태도와 자아탄력성 및 심리적 안녕감 간의 상관관계를 설문조사를 하였다. 연구 방법은 독립표본 t검증과 상관 분석을 하였다. 연구 대상은 과학영재로 선발된 영재교육원의 과학영재 112명과 일반학급 학생 108명을 대상으로 하였다. 그에 따른 연구 결과는 다음과 같다. 첫째, 초등과학영재는 일반학생에 비해 과학적 태도의 모든 하위 요소에서 통계적으로 유의미한 결과를 얻었다. 둘째, 초등과학영재는 자아탄력성의 하위요소인 대인관계, 활력성, 감정통제, 호기심, 낙관성이 일반학생에 비해 모두 유의미하게 높은 결과가 나타났다. 셋째, 초등과학영재는 심리적 안녕감의 하위 요소 중 긍정적 대인관계, 삶의 목적, 자아수용, 자율성에서 일반학생에 비해 유의미하게 높았다. 넷째, 초등과학영재와 일반학생 모두 과학적 태도와 자아탄력성 및 심리적 안녕감은 유의미한 상관을 가지고 있으며, 초등과학영재에서 유의미한 상관이 더욱 높게 나타났다. 따라서 과학적 태도를 높이는 과학 교육은 학생들의 자아탄력성 및 심리적 안녕감 또한 높일수 있다는 결론을 얻을 수 있다. This study compared the correlation between the scientific attitude and ego-resiliency, psychological well-being of the scientifically gifted elementary students and the general elementary students. The comparison was made by using a t-test, finding significant differences among scientific attitude and ego-resiliency, psychological well-being of the scientifically gifted elementary students and the general students. The comparison was made by correlation analysis between the scientific attitude and the ego-resiliency, psychological well-being of the scientifically gifted elementary students and the general students. The subjects of this study are the general elementary students (108) and the gifted elementary students (112) who were identified as scientifically gifted students by Gifted Center. These results are as follow; First, the scientifically gifted elementary students have higher the scientific attitude than the general elementary students. Second, the scientifically gifted elementary students have higher the ego-resiliency than the general elementary students and significantly high the sub-fields of the ego-resiliency, which is interpersonal relationships, viability, curiosity, optimism, emotion control. Third, the scientifically gifted elementary students have higher the psychological well-being than the general elementary students and significantly high the sub-fields of the psychological well-being, which is positive personal relations, the purpose of life, self-acceptance, autonomy. Fourth, the scientifically gifted elementary students have a stronger correlation between the scientific attitude and the ego-resiliency, psychological well-being than the general elementary students. These results are a close correlation between the sub-fields of the scientific attitude and the ego-resiliency, psychological well-being.

보편적 학습 설계를 적용한 과학 수업의 학습 성과에 관한 구조적 관계 분석

이경란 ( Kyoeng Ran Lee ),백남권 ( Nam Gwon Back ),박종호 ( Jong Ho Park ) 한국초등과학교육학회 2015 초등과학교육 Vol.34 No.1

The variety of learners include students with disabilities and general students, and an ongoing focus of inclusive education research is non-discrimination. As part of integrated education, UDL (Universal Design for Learning) for students with disabilities supports a practical approach, participation, and advancement to improve learning opportunities for all students. The purpose of this study was to examine the effects of using UDL in science classes. The dependent variables of this study were academic achievement in science, scientific attitude, and scientific motivation. In this study, the experimental groups were 9 people in the 5th grade and 11 people in 6th grade. The experimental groups were taught science class using UDL. In order to analyze the learning outcomes, the structure equation model was performed. The results of this study were as follows: First, the science achievement of learning outcomes of the science class applying UDL directly affected both scientific attitude and scientific motivation. Second, the scientific attitude of learning outcomes of the science class applying UDL directly did not affect scientific motivation. According to these results, learning outcomes for science achievement of the science class applying UDL showed that UDL affected both general students and students with disabilities. To summarize the analysis of learning outcomes, science achievement directly affected both scientific attitude and scientific motivation while scientific attitude did not affect scientific motivation. This study offered a specific implementation method for integrated education. Using the structure equation model for analyzing the effect has more significance.

초등학생의 빛의 성질 개념에 대한 학습 발달과정의 개발

이경란 ( Lee Kyoeng Ran ),박종호 ( Park Jong Ho ),백남권 ( Back Nam Gwon ) 한국초등과학교육학회 2016 초등과학교육 Vol.35 No.3

The purpose of this study is to devise the concept of properties of the light on learning progressions for 3-6 grade students in the elementary school. For the purpose, this study creates a construct map of the properties of the light. Ordered multiple-choice items were developed in view of the construct map and presented to 200, 3~6 grade students in the elementary school. A partial credit model of Rasch model was used to analyze the results of those items, and the learning progressions was devised from the analysis results. The study can be summarized as follows: the construct modeling approach was used to devise the properties of light on learning progressions. As a result, the concept was selected for the core standards of construct map. Based on the construct map, the multiple-choice items were developed for students’ conceptual understanding. The items were analyzed using the partial credit model, and the analysis findings showed that they were appropriate to assess students about their level of understanding of the properties of light. Finally, learning progressions were devised with the use of item analysis results.

과학 학습 부진 유형에 따른 맞춤형 학습 지도의 효과

김상윤 ( Sang Yun Kim ),이경란 ( Kyoeng Ran Lee ),백남권 ( Nam Gwon Back ),박종호 ( Jong Ho Park ) 한국과학교육학회 2015 한국과학교육학회지 Vol.35 No.5

중재반응 모형을 적용하여 예방차원의 효과적인 중재를 제공하는것을 목표로 한다. 학습부진 요인을 인지적 요인, 정의적 요인, 환경적 요인으로 나눠 학습부진 유형을 파악하고, 과학 교과의 특성을 고려하여 과학 탐구 능력 및 과학적 태도 검사를 실시하여 학습부진아에 적합한 지도방안을 모색하고 학습부진 유형별 맞춤형 프로그램을 개발 및 적용하였다. 교육과정 중심측정 및 학업 성취도 검사를 실시하여 학습부진아의 수행수준 및 진전도를 파악하고 과학에 대한 태도 및 과학학습동기 검사를 사전-사후 실시하여 과학에 대한 정의적인 측면에서 맞춤형 학습부진아 지도의 효과를 알아보았다. 수집된 자료의 효과를 검증하기 위해 학업 성취도 검사 및 교육과정 중심 측정 검사를 실시하여 단일 회귀분석 중 선형분석을 이용하였다. 연구 결과는 다음과 같다. 첫째, 1단계 일반 교수를 적용하여 과학학습부진아의 수행수준과 진전도를 보면, 수행수준과 진전도에서 진전을 보였으나 학년수준에 미치지 못하는 아동과 수행수준과 진전도에서 변화를 보이지 않는 아동이 있었다. 둘째, 2단계 맞춤형 학습 부진아 지도를 적용하여 과학학습부진아는 학업능력이 크게 향상되었다. 셋째, 과학 학습 부진 유형에 따른 맞춤형 학습 부진아 지도가 과학학습부진아의 과학에 대한 태도 및 과학 학습 동기에 긍정적인 영향을 미쳤다. 이와 같은 연구 결과를 통해 과학 학습 부진 유형에 따른 맞춤형 학습 부진아 지도 프로그램을 과학학습부진아에 적용하여 학업 성취도 및 과학에 대한태도, 과학학습동기에 긍정적인 영향을 미쳤음을 알 수 있다. Response to Intervention (RTI), which is focused on the gap between pre-interventions and post-interventions, provides an effective intervention program. This study takes under-achievement factors into consideration to determine the overall characteristics of underachievers. The under-achievement factors include cognitive learning factors, affective factors, and environmental factors. This study conducted curriculum-based assessments, achievement tests, and assessments on attitudes toward science and science learning motivation to verify the effects of individually tailored teaching according to the types of under-achievement in science. The experimental group was composed of six students in fourth grade, and the comparison group had 23 students. The findings of the study were as follows. First, the performance and progress of underachievers in the first-stage showed little progress and did not reach grade-level performance. Second, the underachievers in the second-stage greatly improved. In particular, the average of eight sessions in the second-step demonstrated performance beyond that of the regular child. Third, individually tailored teaching according to the types of under-achievement in science positively affected attitudes toward science and science learning motivation. This study will contribute to the improvement of the underachiever by applying individually tailored teaching according to the types of under-achievement in science.