Analyses of Elementary School Students' Interests of Learning by the Taxonomy of Biology

( Lee Hye-young ),( Kim Jae-young ),( Lim Chae-seong ) 한국초등과학교육학회 2015 한국초등과학교육학회 학술대회 Vol.68 No.-

Life science has unique characteristic distinct from other physical sciences. According to a brain-based science teaching and learning model, interest has importance as a starting point of doing and learning science. This study analyzed changes of elementary school students' interests through learning of the types of biology knowledge. Samples were composed of 2 classes of 39 third grade of G school in Seoul, Korea. 'World of Animal' unit was selected as an object of research. Comparison group was taught by traditional textbook-based and teachers' guidebook-based biology lesson that focused on 'What' type knowledge. And experimental group learned the same unit through reorganized lesson including both 'What (factual or phenomenal knowledge)' and 'Why (ultimate knowledge)' types of knowledge. Each group's teachers analyzed learning time of what-type and why-type. To gain quantitative data on students' interests about the applied unit-related interests, the contents of items of an existing assessment tool of science-related affective domain (Kim et al. 1998) were modified into appropriate to the applied unit, and then administered to both groups. To find out students' qualitative characteristics not apparently revealed by the test, descriptions accompanied with related items, teachers' daily records, portfolios, interview records were also analyzed. In addition, to find out follow-up interest differences between comparison and experimental groups, the students' follow-up interest test (Kim et al. 2013) was modified for the unit. The major results of this study are as follows. First, the interest scores of experimental group were significantly different from those of comparison one. In pre-test, there was no significant difference between the experimental and comparison groups [t(17, 20)=-0.01 (p>.05)]. However, for post-test, it was significantly different [t(17,20)=-1.99 (p< .05)]. The experimental groups' interests were 7.62 points higher than that of comparison one. Second, the test on interests has 5 sub-category; interests in science, interests in science learning, interests in science activity, interests in job related to science, and tension with science learning. The scores the experimental group in interests about science activity, interests for job related to science, and tension with science learning were significantly different from those of comparison group. Third, there was no significant difference with gender [t(11,8)=0.83 (p >.05)]. However, in pre-test, girls showed more interests in science but in post-test boys are 3.41 points higher than girls. Finally, scores of experimental group's follow-up interests was significantly different those of comparison one [x2=18.73, df=2, p<.05]. The experimental group was higher in the extended-developed-deepened type of follow-up interests, but lower in the stoped or decreased type.

보드게임을 활용한 초등학교 과학 수업이 과학에 대한 흥미와 학습 동기에 미치는 영향 - 우리 몸의 구조와 기능 단원을 중심으로 -

박선영,신동훈 한국생물교육학회 2023 생물교육 Vol.51 No.2

The purpose of this study is to develop and apply useful board game class materials that can interestingly learn the 'structure and function of our body' unit to analyze the effects on elementary school students' interest in science and their motivation to learn science (ARCS). For this we developed board games to learn the ‘structure and function of our body’ unit, and a total of 11 classes were conducted using board games for 6th graders. After that, it was analyzed through the Mann-Whitney U test for interest in science and motivation for science learning. As a result, five board games were developed, and the experimental group students significantly improved their interests toward science, interests toward science learning, interests toward science activities, and interests toward science-related careers. In addition, attention, relevance, confidence, and satisfaction, which are sub-factors of science learning motivation (ARCS), all significantly improved. Therefore, life science classes through board games are educationally meaningful in science interest and science learning motivation, and it is expected to help research science classes in elementary schools in the future.

초등과학에서 스마트러닝 교수,학습 프로그램의 개발과 적용 - 태양계와 별 단원을 중심으로

윤희건 ( Hee Geon Yun ),최선영 ( Sun Young Choi ) 경북대학교 과학교육연구소 2015 科學敎育硏究誌 Vol.39 No.3

본 연구는 ‘태양계와 별’ 단원에 대한 스마트러닝 교수·학습 프로그램을 개발하고 적용하여 초등학생들의 과학적 태도, 과학 흥미도, 학업성취도에 어떠한 영향을 주는지 알아보고자 하였다. 초등학교 5학년 과학 교과 내용 중 ‘태양계와 별’ 단원을 선정하여 설계한 스마트러닝 수업은 스마트기기의 다양한 콘텐츠를 활용하여 학습자간 상호작용과 협업을 통해 문제를 해결하도록 하였으며, 그 결과를 공유하여 교사 및 학생 상호 간 피드백을 받을 수 있도록 구성하였다. 연구의 결과는 다음과 같다. 첫째, 스마트러닝 교수·학습 프로그램은 학생들의 과학적 태도, 과학 흥미도와 학업성취도에 유의미한 효과가 있었다. 둘째, 스마트러닝 수업에 대한 설문조사와 개별면담 자료를 통해 긍정적인 반응을 확인하였다. 특히 수업의 ‘참여도’와 ‘흥미도’ 부분에서 만족도가 높았고 스마트기기의 사용으로 수업을 게임처럼 재미있게 생각하는 반응이 많은 것으로 나타났다. 이상과 같은 결론에 근거하여 다른 단원, 다른 주제에 대한 스마트러닝 교수·학습 프로그램개발과 연구의 필요성, 스마트러닝이라는 새로운수업방식으로 흥미와 태도를 이끌어 내기 보다는 과학에 대한 본질적인 관심을 증대시킬 수 있는 방안과 같은 후속 연구의 방향에 대하여 제언하였다. This study was intended to determine how developed Smart learning teaching-learning program on the unit of Solar system and Star affected on science-related attitude, science learning interest and academic achievement. The unit of Solar system and Star was selected among 5th grade science curriculum contents to design smart learning teaching-learning program. Smart learning instruction program utilized a various contents of smart equipment and made learners to do problem solving through their interaction and cooperation. The results of this study were as follows: First, smart learning instruction improved the science-related attitude and the science learning interest and the academic achievement of the experimental group students significantly. Sencond, the survey and the individual face-to-face data shows the positive effects of smart learning instruction. Especially, the satisfaction was high on the attitudes and interests in the classroom and the students regarded the classroom activities as interesting games by using the smart devices. On the basic of the conclusions, this work suggested the direction of the future studies, such as necessity of developments and researches on Smart learning teaching-learning program about other units or other subjects, such as measures of the increasing the intrinsic interest on science rather than Smart learning elicit simple interest and attitude.

중학생들의 과학에 대한 태도와 학습 인식 및 전략 분석

강창익(Kang, changik),이상칠(Lee, Sangchil),강경희(Kang, Kyunghee) 성신여자대학교 교육문제연구소 2014 교육연구 Vol.59 No.-

이 연구의 목적은 중학생들의 과학에 대한 태도와 과학 학습 인식 및 과학 학습 전략에 대해 알아보기 위한 것이다. 또한 각 하위 요소들간의 상관관계를 분석하였다. 이 연구는 중학생 139명을 대상으로 이루어졌다. 조사에는 33개 문항으로 이루어진 과학 흥미도 검사지를 활용하였다. 조사 결과 중학생들의 과학에 대한 태도는 평균 2.85점이었고, 과학 학습 인식은 평균 2.81점, 과학 학습 전략은 평균 3.05점으로 나타났다. 과학에 대한 태도의 하위 요소 중 '도구적 동기 유발'이 평균 3.06점으로 가장 높았고, '과학에 대한 즐거움'은 평균 2.52점으로 가장 낮게 나타났다. 과학 학습 인식과 관련한 하위 요소 중 '자아개념/자신감' 평균은 2.76점으로 학생들이 과학 학습에 대한 자신감이 상대적으로 낮은 것으로 나타났다. 과학 학습 전략에 관한 하위 요소들을 비교한 결과 학생들은 정교화, 반복/암기, 통제 유형의 학습 전략을 비교적 고르게 활용하고 있는 것으로 나타났다. 상관관계 분석 결과 과학에 대한 흥미와 도구적 동기 유발간에 가장 높은 상관관계를 나타내었다. The purpose of this study was to investigate middle school students' science learning strategy and perception, attitude toward science. Also it was to analyze correlation among sub-components. The subjects were 139 middle school students. The science interest questionnaire consisted 33 items was used in this survey. In the results of this research, the mean score of attitudes toward science was 2.85 point, the mean score of science learning perception was 2.81 point, the mean score of science learning strategy was 3.05 point. The mean score of instrumental motivation was highest and the mean score of pleasure toward science was lowest in sub-components analysis of attitudes toward science. The mean score of self-concept/confidence was 2.76 point in sub-components analysis of science learning perception. This showed that students' confidence on science learning was low. The students were were used evenly elaboration, repetition/memorization, control learning strategies. In the results of correlation analysis, correlation between interest and instrumental motivation was highest.

우리나라 중학교 2학년 학생들의 과학에 대한 정의적 태도 특성 탐색

곽영순 ( Youngsun Kwak ) 한국과학교육학회 2017 한국과학교육학회지 Vol.37 No.1

4년 주기로 반복되는 TIMSS 연구에서는 2016년 말에 TIMSS 2015 결과를 발표하였다. 본 연구에서는 TIMSS 2015 결과 중에서, 학생들의 설문 응답 결과를 토대로 우리나라 학생들의 과학에 대한 태도와 성취도의 관계를 살펴보고, TIMSS 평가주기별 공통문항을 중심으로 학생들의 응답 변화추이와, 학교급 변화에 따른 학생들의 태도 변화추이를 살펴보았다. 연구결과에 따르면 우리나라 중학교 2학년 학생들은 과학 성취도 상위 15개국은 물론 전체 참여국 중과학에 대한 자신감, 과학 학습에 대한 흥미, 과학에 대한 가치인식 등에서 최하위 수준을 나타내었다. 또한, TIMSS 평가주기별 공통문항을 중심으로 과학에 대한 태도를 분석한 결과, 우리나라 학생들은 과학에 대한 자신감과 과학 학습에 대한 흥미는 TIMSS 2011에 비해 TIMSS 2015에서 모두 낮아졌다. 반면에 과학에 대한 도구적 가치인식의 경우 TIMSS 2011에 비해 TIMSS 2015에서 모두 상승하였다. 또한, 우리나라 학생들은 초등학교 4학년에서 중학교 2학년으로 진학함에 따라 과학에 대한 자신감과 흥미가 감소하는 것으로 나타났다. 연구결과를 토대로, 우리나라 중학생들의 과학에 대한 정의적 태도 개선을 위한 후속연구와 과학과 교수학습 개선 방안을 제안하였다. The Trends in International Mathematics and Science Study (TIMSS) announced the TIMSS 2015 results at the end of 2016. In this research, we analyzed the relationship between Korean eighth grade students` attitude toward science and science achievement, trends in students` attitude toward science based on common items used in three to four cycles of TIMSS, and trends across grades in students` attitude toward science. According to the results, Korean eighth grade students showed the lowest level of confidence with science, interest in learning science, and valuing science among the 15 top performing countries as well as all the participant countries. In addition, according to the analysis result of common items, Korean students` confidence with science and interest in learning science have decreased, whereas students` valuing science with instrumental values has increased between TIMSS 2011 and TIMSS 2015. According to trends across grades, the cohort of students, assessed at the fourth grade in TIMSS 2011 and moved to the eighth grade four years later in 2015, decreased in their confidence with science and interest in learning science. Discussed in the conclusion are further studies and ways to improve science teaching and learning to improve students` attitude toward science.

활동 중심 STEAM 프로그램이 중학생들의 과학 학습 흥미도에 미치는 효과

강창익 ( Chang Ik Kang ),강경희 ( Kyung Hee Kang ),이상칠 ( Sang Chil Lee ) 경북대학교 과학교육연구소 2013 科學敎育硏究誌 Vol.37 No.2

이 연구의 목적은 활동 중심 STEAM 교육 프로그램을 개발하고, 이 프로그램이 학생들의 과학 학습 흥미도에 미치는 효과를 알아보기 위한 것이다. 이 프로그램은 7학년 과학반을 대상으로 적용되었다. 이 연구는 단일집단 사전사후검사 설계로 이루어졌다. 검사도구로는 과학학습 흥미도 검사지를 활용했다. 대응표본 t 검정 결과 과학 학습 흥미에 대한 사전 검사와 사후 검사 사이에는 유의미한 차이가 나타났다. 또한 학습 흥미도의 하위 영역인과학에 대한 태도, 과학학습 인식, 과학학습 전략면에서도 유의미한 차이가 나타났다. 이와 같은 결과는 STEAM 교육 프로그램이 학생들의 과학 학습 흥미도를 높이는데 효과적임을 나타낸 것이다. 따라서 앞으로 활동 중심 STEAM 교육 프로그램의 효과에 관한 연구들이 지속적으로 이루어져야할 것이다. The purposes of this study were to develop the activity based STEAM education program and to investigate the effects of the developed program on students` interest in science learning. The program was applied to 7th grade science club. This study was planned to single group pre-post test design. Test tool was the questionnaire of interest on science learning . In the results of t-test, there was statistically significant difference on the pretest and posttest of interest in science learning. Also there was significant difference on attitude toward science, recognition and strategy on science learning that were subdomains of interest on science learning. The results indicated that activity-based STEAM education program was effective in improving students` interest in science learning. In future, studies should be conducted that examine the effect of STEAM program on creativity and problem-solving activity. Therefore studies on the effectiveness of activity-based STEAM education programs should be made continuously.

과학교과에 대한 학생들의 흥미도 실태 조사

김상달,이상균,최성봉 대한지구과학교육학회 2010 대한지구과학교육학회지 Vol.3 No.3

Students' emotional attitude not only affects their achievement in a meaningful way but also is an important educational goal in its own right. This research investigated how students' interest in science varies among elementary, middle and high-school students based on a survey and reviews of previous research results. We analyzed students learning attitude in terms of interest in and enjoyment of science, instrumental motivation in science, science learning anxiety, and self-concept in science. Major findings are students showed more negative attitudes in intrinsic motivation, instrumental motivation, value perception of science, and confidence in science as they move in to a higher school level. According to students' explanation, science classes got bored in a higher grade because of difficult contents, lack of experiments and activities, and teachers' monotonous explanations. Based on the results, recommendations on how to improve students' attitudes towards science are suggested. First of all we need to secure more science instructional hours in the school curriculum than the 7th national curriculum to implement improved science teaching and learning methods.

Cross-country Comparison of Effects of ‘Confidence in Science’ and ‘Instructional Clarity in Science Lessons’ on ‘Science Achievement’: Focusing on the Mediation Effect of ‘Interest in Learning Science’*

Baek,Sun-Geun,Cho,Sijung,Yang,Hye-Won,Kim,Seojin 서울대학교 교육종합연구원 2021 The SNU Journal of Education Research Vol.30 No.4

The effects of ‘confidence in science’ and ‘instructional clarity in science lessons’ on ‘science achievement’ mediated by ‘interest in learning science’ were investigated comparatively across South Korea, Japan, the USA, and England. From the data of TIMSS 2019, 3,861 cases from South Korea, 4,446 cases from Japan, 8,698 cases from the USA, and 3,365 cases from England were used to test a hypothesized structural equation model. As a result, the model fitted the data of each country satisfactorily, and measurement was found to be equivalent across the four countries. Moreover, the effect of confidence on achievement was statistically significant in all countries whereas the effect of instructional clarity on achievement and the effect of interest on achievement were only significant in South Korea and the USA. Furthermore, the mediation effect of interest was only significant in South Korea and the USA. Such results provide new perspectives in the role of confidence, instructional clarity, and interest on students’ science achievement and implications for customized educational programs and policies for each country.

초등학교 과학에서 자연체험학습자료 개발과 적용효과에 대한 정성적 분석

김효남 ( Hyo-nam Kim ) 한국교원대학교 과학교육연구소 2018 청람과학교육연구논총 Vol.24 No.2

초등학교에서 기본적인 과학 교수학습방법 중 하나가 자연체험학습이다. 이 연구에서는 다양한 자연체험학습활동의 유형을 제시하고, 자연체험학습활동지를 개발하여, 초등학생들에게 적용한 다음 그 학습 효과를 분석하였다. 자연체험학습활동의 유형은 과학교수학습이론을 바탕으로 도출하였다. 연구대상은 초등학교 1학년 학생 2명과 4학년 학생 1명으로 구성된 A팀과 4학년 학생 13명으로 구성된 B팀이 있다. A팀에는 나무체험활동지, QR코드 활용 나무활동지, 물의 순환활동지를 적용하였다. B팀은 꽃-초본활동지, 열매활동지를 적용하였다. 학생들이 자연체험하면서 작성한 자연체험학습활동지, 지도교사의 지도일지, 연구대상 학생들의 소감을 분석대상으로 하였다. 자연체험학습활동의 유형은 서술적, 발견적, 가설연역적, 그리고 제작과 생산 강조의 자연체험학습활동과, 교육목표별, 역량목표별, 오감별, 과학적 탐구능력별, 학습주제별 자연체험학습활동을 제시하였다. 자연학습자료는 교수자료와 학습자료로 나누고, 각각 사전, 현장, 사후자료를 고려하여 개발하였다. 자연체험학습활동의 효과는 자연과 과학학습에 대한 관심 증진과 함께 과학 지식 습득에 대한 흥미를 유발하였다. 특히 자연체험 대상에 관한 사전자료는 일종의 초인지를 촉진하는 역할을 한 것으로 파악되었다. Nature experiential learning is a fundamental method of science teaching and learning at elementary schools. Various types of nature experiential learning were suggested. Nature experiential learning worksheets were developed and applied to first and fourth grade elementary students. And the effects of the activities with the nature experiential learning worksheets applied, teacher’ note and opinion of students were analyzed. Descriptive, discovery, hypotheses deductive, and production emphasizing nature experiential learning activities, and learning activities according to educational objectives, core competencies, five senses emphasized, scientific inquiries and science topics were derived. The results of the analysis were that the concerns of students about nature and science learning, and interest in obtaining science knowledge were increased. Specially pre-learning materials triggered meta-cognition about on-site experiential learning.

정의적 영역 중심의 뇌기반 진화적 접근에 따른 "생물과 환경" 단원에 대한 초등학생들의 활동 분석

김지은 ( Ji Eun Kim ),임채성 ( Chae Seong Lim ),김성하 ( Sung Ha Kim ),홍준의 ( Jun Euy Hong ) 한국생물교육학회 2015 생물교육 Vol.43 No.4

This study investigated the elementary students’ activities in the affective domain of brain-based evolutionary science teaching and learning approach composed of three stages of diversifying, estimating-evaluating-selecting, and furthering about ‘Living Organisms and Environment’ topic. For this study, 23 fifth grade students participated, and they performed individually the affective domain activities of brain based evolutionary approach about the learning topic. The students diversified their interests about main topic of ‘Living Organisms and Environment’, estimated and evaluated their interest subjects and selected the most appropriate one. And then they furthered their selected interests. The activity diaries constructed by the students, observations by the researcher, and interviews with the students were analyzed both quantitatively and qualitatively. The main results of this study are as follows: First, at the diversifying stage, the students expressed various interests about ‘Living Organisms and Environment’. The students who had higher in both attitudes for biology and science achievement generated more diverse interests. However, the students who had the lower attitudes for biology and lower achievement were uncomfortable or had difficulties in expressing their interest subjects. Second, at the estimating and evaluating stage, the students estimated and evaluated the values of the diversified subjects, then selected the most appropriate oneaccording to individual curiosity, environmental relevance and etc. At the furthering stage, the students who had higher in both attitudes for biology and achievement suggested more interest subjects related to their selected one. The conclusion of the study is that the students who had higher in both attitudes for biology and science achievement generated more diverse interests about ‘Living Organisms and Environment’, and better estimated and evaluated interesting subjects and selected the most appropriate one, and furthered more interests related toselected subject. Based on these findings, implications for su-pporting authentic science inquiry according to the brain-based evolutionary approach are discussed.