초등학교 과학에서 인지적, 정의적 학업성취와 자아개념과의 관계

심완익 ( Wan Ik Shim ),김효남 ( Hyo Nam Kim ) 서울敎育大學校 初等敎育硏究所 2013 한국초등교육 Vol.24 No.1

본 연구에서는 과학 교과에서 초등학생의 인지적, 정의적 학업성취와 학문 자아개념, 과학교과 자아개념 사이의 관계를 파악하여 과학교과의 정의적 학업성취의 향상을 위한 연구에 도움을 주는 시사점을 도출하고자 하였다. 연구를 수행하기 위해 서울지역 초등학교 학생 82명을 대상으로 과학교과의 인지적 학업성취와 과학교과의 정의적 학업성취, 학문 자아개념과 과학 학문 자아개념을 각각 측정하였다. 인지적 학업성취도 평가는 2011년 국가수준 학업성취도 평가를 사용하고, 과학 정의적 학업성취도 평가는 김효남 등(1998)이 개발한 것을 사용하였다. 학문 자아개념 검사는 1966년 개발된 정원식의 검사를 사용하고 과학 학문 자아개념 검사는 PISA 2006에서 과학에 대한 인식과 과학 정의적 영역 관련 문항을 보완하여 사용하였다. 검사와 통계 분석 후 원인 파악을 위해 추가로 GALT검사와 면담을 실시하였다. 첫째, 초등학교 과학교과의 정의적 학업성취는 남학생이 여학생보다 유의미하게 높았다. 과학교과의 정의적 학업성취의 하위 영역인 인식, 흥미, 태도 중에서는 흥미 영역에서 남학생이 여학생보다 통계적으로 유의미하게 높았다. 둘째, 과학교과의 인지적 학업성취수준이 높은 그룹이 낮은 그룹보다 과학교과의 정의적 학업성취와 과학 학문 자아개념이 유의미하게 높았다. 특히 과학 학문 자아개념은 성취 수준에 따라 매우 많은 차이를 보였다. 원인 분석을 위한 면담 결과 중요한 타인의 평가와 조언이 자아개념에 많은 영향을 미치는 것으로 보였다. 셋째, 과학 학문 자아개념은 과학교과의 인지적 학업성취, 과학교과의 정의적 학업성취와 유의미한 정적 상관관계를 나타내었다. 면담 결과 소속 학교에 대한 교사의 평가가 학생들의 학문 자아개념에 많은 영향을 미친다는 것을 알 수 있었다. The purpose of this study is to draw some implications for study on improvement of science-related affective achievement by understanding relations among science-related cognitive, affective achievement and academic self-concept, academic self-concept in science. This study involved a research targeting 82 elementary school students in Seoul to measure cognitive, affective achievement on science, academic self-concept and academic self-concept in science. The data of science-related affective achievement, academic self-concept and academic self-concept in science were collected by online Google Drive. Cognitive academic achievement in science was measured by 2011 National achievement written test. Science affective academic achievement test developed by Kim et al.(l998) was used. Jeong Won-Sik`s academic self concept test was used. And for academic self-concept in science a modified form of PlSA 2006 affective area questions was used. After test and statistic analysis, GALT test and personal interview were carried out to clarify the causes. The major findings of this study are as follows: First, science-related affective achievement of male students was statistically higher than that of female students. And among subcategories concept of scientific affective achievement, that is, awareness, interest and attitude, male students showed statistically higher score on interest than female students. Second, science-related affective achievement and academic self-concept in science of the group whose science-related cognitive achievement was high were statistically higher than that of lower leveled group. Especially, academic self-concept in science showed significant difference depending on achievement levels. However, on academic self-concept, lower leveled group kept statistically higher score than higher leveled group. The results of persona1 interview revealed that perceived evaluation and advice of significant others also affected much on academic self-concept. Third, a significant positive relationship was found between academic self-concept in science and science-related cognitive achievement and science-related affective achievement. Academic self-concept in science and acade

고등학교 1학년 융합형 과학교과에서 성별, 교과난이도, 과학성취도에 따른 계열선택의 판별분석

조한익,김용진 한국교원대학교 뇌기반교육연구소 2015 Brain, Digital, & Learning Vol.5 No.2

The purpose of the study is to examine whether discriminating difficulty and achievement of integrated science textbooks effect on the choice of general or science major in the first year of high school students. The subjects are 974 students in the 2nd year of high schools who were already completed integrated science and finished track decision of liberal arts or science in the 1st year. In the analysis of ANOVA, gender, difficulty, and achievement of integrated science were the significant factors when deciding general or science majors. In science track more males were entered to the track than females, students felt easier in science than liberal arts majors, and students had higher level of achievement. In the stepwise discriminant analysis the highest discriminant variable was science achievement, next were gender and science difficulty. Students who were higher on achievement of integrated science felt less difficulty, and males had more possibility of having a choice of science track, however, students who were lower on achievement of integrated science felt difficulty, and female had more possibility of having a choice of science track. The study suggest that increasing academic achievement of integrated science in which students commonly learn without the distinction between liberal arts and science track can help to choose more science track.

이공계 고등학생들의 과학 학습 경험의 의미 탐색: 인지적·정의적 성취 유형에 따른 공통점과 차이점을 중심으로

정수임,신동희 이화여자대학교 교과교육연구소 2018 교과교육학연구 Vol.22 No.3

This study analyzed the science learning experiences of science and engineering track high school students according to 4 types of achievement that combine cognitive and affective achievement. We also discuss the implications to science education that promote diversity and stable career adaptation among students entering into science and engineering career course with various motivations. Based on their academic and affective achievement scores, 308 second year high school students were classified into 4 achievement types. We selected 33 science and engineering course students and interviewed them about their science learning experiences. In the interview data, 1,212 meaningful scenes were selected and narrowed down into 74 concepts, 17 subcategories, and 8 categories. The results showed that the students’ concept of ‘science’ in their real life context was different from that of science in school contexts, and the degree of cognitive and affective achievement was changed according to the students' response patters of reducing this gap. Experiences that have the greatest influence on the overall science learning experience involved evaluations, and the learning strategies that prepared them varied depending on their achievement type. Differences by types were clearly contrasted with types between high and low cognitive achievement, and there were differences by types of affective achievement. The results of this study suggest the followings: profiling science learning experiences for understanding various students, providing a science curriculum that bridges everyday life and school science, presenting prospects of various science and engineering occupations, and reconceptualizing the meaning of educational evaluation. 이 연구는 인지적 성취와 정의적 성취를 조합한 4가지 성취 유형에 따라 이공계 고등학생들이 경험하는 과학 학습의 의미를 분석했다. 이로써 다양한 동기로 진로에 진입한 학생들의 안정적 진로 적응과 학생의 다양성을 고려하는 과학 교육 측면의 시사점을 고찰했다. 고등학교 2학년 학생 308명의 학업 성취도와 정의적 성취도를 분석해서 4가지 성취 유형으로 분류했다. 이들 중 이공계 학생 33명을 선정해서 과학 학습 경험을 주제로 면담을 진행했다. 면담 자료에서 선정된 장면은 1,212개였고 이를 74개의 개념, 17개의 하위 범주, 8개의 범주로 좁혀나갔다. 분석 결과 학생들이 일상생활에서 형성한‘과학’에 대한 개념은 학교에서 경험하는 학교 과학과 달랐고, 이러한 괴리감을 줄여가는 학생들의 대응 양상에 따라 인지적·정의적 성취 정도가 달라졌다. 과학 학습 경험 전반에 가장 큰 영향을 미치는 경험은 평가였고 이에 대비하려는 학습 전략은 성취 유형에 따라 달랐다. 유형 별 차이는 주로 인지적 성취가 높은 유형과 낮은 유형에서 뚜렷하게 대비되었고, 정의적 성취도 유형 별 차이가 나타났다. 연구 결과 시사점으로 다양한 학생 이해를 위한 과학 학습 경험 프로파일링 활용, 일상과 학교 과학의 경계 넘는 과학 교육과정 제공, 다양한 이공계 직업에 대한 전망 제시, 교육적 평가 의미 제고 등을 제안했다.

과학교육 개혁운동에 관련된 과학성취 개념의 비교 분석 : 미국과 한국의 연구 보고서 분석

백성혜,이옥희 한국교원대학교 과학교육연구소 1998 청람과학교육연구논총 Vol.8 No.1

본 연구에서는 과학교육 개혁운동에 관련된 미국과 한국의 연구 보고서를 분석함으로써, 과학교육 개혁운동에서 주장하는 과학 성취의 개념을 살펴보았다. 본 연구에서 선정한 보고서를 분석한 결과, 과학 성취의 개념에 공통점이 있는 것으로 나타났다. 즉, 모든 보고서에서는 과학, 기술, 사회, 환경에 관련된 지식과 능력에 있어서의 높은 성취를 요구하였다. 또한 학습자의 발달 단계에 따라 여러 단계로 성취를 정의하고 있었다. 그러나 차이점도 분석되었다. 연구 보고서에 따라 과학 성취의 내용과 과정 중에서 강조하는 영역이 달랐다. 특히 한국의 연구 보고서에서는 수학의 세계, 과학의 본성, 역사적 시각, 통합 개념, 과학적 의사소통 등의 내용이 전혀 포함되어 있지 않은 것으로 분석되었다. 이러한 분석으로부터 두가지 결론을 이끌어 내었다. 첫째, 교육자와 대중이 공통적으로 받아들일 수 있는 과학 성취의 일반적인 개념이 정의되어야 한다. 둘째, 한국의 경우에는 보다 포괄적인 과학 성취의 개념이 개발될 필요가 있다. This paper reviews and analyzes the conceptions of science achievement in the United States and Korean reform documents, including those on science content standards(NSES, Porject 2061, and Korean 7th science curriculum), performance standards(New Standards, and Survey of Ecucational Achievement in Korean Elementary and Secondary Schools), and large-scale assessment framworks(1996 NAEP, TIMSS, The National Assessment of Science Inqury Abilities, The National Assessment of Science Knowledge, and The National Assessment of Affective Characteristics related to Science). The analysis of these documents indicates that there is an overall agreement on the conceptions of science achievement. The documents consistently emphasize high achievement in terms of knowledge and abilities in scientific, technological, social, and environmental perspectives. In addition, these documents define science achievement at different developmental levels and at certain depths of knowledge and abilities for all students. Despite the overall agreement, there are also noticeable variations among the documents because of different contexts and purposes. There is a difference in the balance of representations or emphases among content and process standards in the documents. The conceptions of science achievement in the Korean documents are not as comprehensive or inclusive as those in the United States documents. There is no representation of the mathematical world, the nature of science, historical perspectives, unifying concepts, or scientific communication. From these results, two conclusions are drawn. First, more coherent conceptions of science achievement are needed for common understanding among educators and the public. Second, efforts are needed for developing more comprehensive and inclusive conceptions of science achievement in Korea.

PISA 2006 과학성취도에 대한 학생 및 학교 수준 맥락요인의 영향력 분석

염시창,강대중 이화여자대학교 사범대학 교과교육연구소 2011 교과교육학연구 Vol.15 No.2

This study attempted to identify the influence of the curricular context factors within studentand school-levels on the science achievement of Korean students. The subjects of the study were 4,158 students nested within 139 high schools in Korea, and the data were from PISA 2006 focusing on science and collected information on student attitudes toward science by the OECD. The study used two-level model analyses. The variables, with the exception of dummy variables, were centered around the grand mean of each variable. The results of the study can be summarized as follows. Males or students whose fathers had higher educational levels showed higher science achievement scores. Among the context factors, self-directed science study time, science interest, and science values were positively related to science achievement, whereas private tutoring time on science and science activities had no significant relationship with achievement. At the school level, school average ESCS had positive effects on science achievement, while the shortage of science teachers showed negative effects on achievement. These findings suggest that, in the future, the government should increase the number of qualified science teachers on a national level. Among the curricular context factors, the average time of school science classes showed a positive relationship with science achievement, whereas other context factors at the school level were not related to achievement. 본 연구는 과학성취도에 영향을 미치는 학생 및 학교 수준 변수 중 맥락요인의 영향력을 분석하기 위해 수행되었다. 특히, 본 연구에서는 학생 수준의 변수와 학교 수준의 선행요인인 학교 배경변수를 통제한 상태에서 맥락요인인 과학 수업환경 변수의 과학성취도에 대한 영향력을 분석하였다. 본 연구는 OECD에서 주관하여 시행하였던 만 15세 대상의 PISA 2006 자료 가운데 우리나라 고등학교 139개 학교와 이들 학교에 내재되어 있는 4,158명의 학생의 자료를 분석대상으로 삼았다. 또한 2수준 다층모형을 통해서 분석을 시도하였으며, 더미변수 이외의 변수는 모두 전체 학교 평균치에 대한 편차점수로 변환하여 분석하였다. 분석 결과는 다음과 같다. 첫째, 학생 수준의 선행요인 중에서는 남학생, 그리고 부 학력수준이 높은 학생의 과학성취도가 높았고, 맥락요인 변수 중 자기주도적 과학 공부시간, 과학흥미 및 과학가치가 결과변수인 과학성취도와 정적인 관련성을 보였다. 이에 반해 사교육 과학수업시간과 과학활동 정도는 과학성취도와 유의한 관계가 없었다. 둘째, 학교 수준의 선행요인 중에서 학교평균 ESCS가 과학성취도에 정적 영향력을 미치는 것으로 나타난 반면, 과학교사 부족은 과학성취도에 부적 영향력을 미치는 것으로 나타났다, 이는 향후 국가수준에서 자격을 갖춘 과학 교사를 증원하는데 정책적 지원이 필요하다는 점을 시사한다. 맥락요인의 변수 중에서는 학교평균 정규 과학수업 시간이 과학성취도와 정적 연관성을 보인 반면, 과학클럽활동, 과학전시회활동, 과학경진대회 및 과학주제활동과 같은 맥락변수는 유의하지 못한 것으로 나타났다. 마지막으로 본 연구에서는 학생 및 학교 수준의 선행요인과 맥락요인의 영향력을 종합하여 논의 및 결론을 제시하였다.

우리나라 중학생의 과학 정의적 특성 추이 및 과학 학업성취와의 상관과 영향력 분석

임유나(Lim, YooNa) 학습자중심교과교육학회 2014 학습자중심교과교육연구 Vol.14 No.6

본 연구는 TIMSS 2003, 2007, 2011의 정의적 특성 문항과 학업성취 점수를 연구자료로 사용하여, 우리나라 중학생의 과학 정의적 특성 추이 및 과학 학업성취와의 관계와 영향력을 분석하였다. 그 결과, 과학 학업성취는 TIMSS 2011에서 큰 폭으로 상승하였으나 학생간 점수 편차는 커지고 있었으며, 과학 학습의 즐거움, 자신감, 과학 내용을 빨리 익힌다고 인식하는 정도는 점진적으로 상승하고 있었다. 또한 남녀 학생간의 차이는 점차 줄어들고 있으며, 최근 여학생의 과학 학업성취는 남학생과 유의미한 차이를 보이지 않았다. TIMSS 2003, 2007, 2011로 갈수록 정의적 특성과 학업성취와의 상관관계가 커지고 있었으며, 과학 학습에 자신감을 가지고 있거나, 과학 공부가 대학 진학에 필요하다고 인식하는 경우에 과학 학업성취 점수가 상승 되는 것으로 나타났다. 반면, 과학 학습이 즐겁다고 느끼는 것이 학업성취 점수의 상승에 미치는 영향력은 크지 않았다. 이에 과학과 교육과정이나 교육정책 개발에 있어서 학생들의 긍정적인 정의적 특성을 기반으로 하는 학업성취 향상을 위한 지 속적인 노력과 모든 학생이 다양한 탐구활동 및 실험을 경험하도록 하는 학습 환경 및 여건의 마련, 학생들이 좀 더 장기적인 비전을 가지고 과학을 공부할 수 있도록 하기 위한 교과내 과학 진로교육 강화 등을 제언하였다. This study analyzed the influence and the correlation between the affective characteristic development of science of the Korean middle school students and the academic achievement in science, utilizing the affective characteristic questions of TIMSS 2003, 2007 and 2011 and academic achievement scores as the research result. As the result, academic achievement in science increased substantially in TIMSS 2011, but deviation score among students was bigger. Pleasure, confidence and speed of science learning were gradually rising. Also, difference between boy and girl students was gradually decreasing, and there was no significant difference in the academic achievement in science between girl and boy students. It was found that the affective characteristic and academic achievement had larger correlation according to TIMSS 2003, 2007 and 2011 in order, and academic achievement scores in science increased when they were confident in the science learning and when they recognized science as the necessary subject for entering college. On the other hand, the effect of pleasure of science learning on the score increase in academic achievement was not so great. Thus, I suggested the persistent effort for improvement of academic achievement based on the positive affective characteristics of students for development of science curriculum and educational policy, preparation for learning environment and conditions for every student to experience various research activities and experiments, and reinforcing scientific career education in curriculum for students to study science with a longer-range view.

성별 및 수준별 10학년 학생들의 과학 성취도 분석

이병국,강용희,유계화 慶北大學校 科學敎育硏究所 2004 科學敎育硏究誌 Vol.28 No.-

The purpose of this study is to examine the differences of science achievement by gender and by level of academic achievement. The subjects are consisted of 211 male and 212 female 10th graders in Daegu Metropolitan City and are also divided into three groups: low-, average-, and high-academic achievement level. All kinds of examinations which the subjects had taken during 2003 academic year were analyzed (e.g., the regular, trial, entrance diagnostic evaluation and formative examinations). The results indicate that statistically significant differences exist on the scores between male and female students. In general, the scores of female students (both low- and average-academic achievement level) are higher than male students. However, the scores for male students who had high level of academic achievement are higher than those of female students who had high level of academic achievement. Specifically, the scores of the regular examinations for female students are higher than those of male student. However, female students have no higher scores in the trial examinations than male students compared to the other examinations. This corresponds to Kimball(1989)'s hypothesis that female students are poor at the external examinations. In addition, the variation of scores is very steep in the entrance diagnostic evaluation and formative tests compared to regular and trial examinations. It seems that the achievement on tests does not determined by gender, however, the students' state of seriousness related to the tests. Additional analysis reveals that male students have made weaker achievement on scores of biology in the regular and trial examinations. Female students who had high-academic achievement level have made higher scores on the regular examination. In general, it seems that males had been more affirmative than females in the attitude related scientific subjects. However, there is no significant correlation between scientific attitude and science achievement. Based on the results of this study, there are no gender differences in the attitude for learning science. It appears that students who had high-academic achievement level are tended to have more positive attitude toward studying science.

기초학력 보장을 위한 과학과 최소한의 성취기준에 대한 과학 교사들의 인식

유은정,이태경 한국과학교육학회 2023 한국과학교육학회지 Vol.43 No.3

The purpose of this study was to develop a plan to ensure that students lacking basic science skills acquire the minimum needed science learning ability while completing the common curriculum. We surveyed 27 elementary and secondary science teachers with experience in research and teaching related to basic skills support to investigate their perceptions of the criteria for minimum achievement standards using Consensual Qualitative Research (CQR) and Analytic Hierarchy Process (AHP). The results indicated that the science teachers tended to describe low achievers as lacking science learning competency, accumulating a science learning deficit, and lacking prerequisite knowledge. However, there were some differences in the characteristics that the elementary and secondary teachers paid attention to in students with insufficient science and basic academic skills. Specifically, the secondary teachers demonstrated greater sensitivity towards low learning motivation and difficulties in using scientific symbols, whereas the elementary teachers were more sensitive towards students’ attitudes towards science or lack of experience. Furthermore, it has been observed that the prioritization of items, categorized by school level, differs in terms of setting minimum achievement standards to ensure basic skill support. This implies the need to develop minimum achievement standards considering various variables based on the school level. As there are diverse opinions among science teachers, depending on their expertise, regarding the factors to be considered when developing these standards to guarantee science and basic skill support. Based on the findings of the study, policy support is required to enhance teachers’ professionalism in developing students’ basic skills while considering the individual context and diversity of low achievers. Additionally, it is crucial to establish a shared vision for students lacking basic skills to reduce the gap between national policy and the practices of science teachers in ensuring support for basic skills. 본 연구의 목적은 과학과 기초학력이 부족한 학생들이 공통 교육과정을 이수하는 동안 최소한의 과학 학습 능력을 갖출 수 있도록 기초학력 보장 방안을 마련하는데 있다. 이를 위해, 기초학력 관련 연구및 지도 경험이 있는 초⋅중등 과학 교사 27명을 대상으로 설문 조사를 실시하고 합의적 질적 연구방법(Consensual Qualitative Research: CQR)과 계층화 분석법(Analytic Hierarchy Process: AHP)을 활용하여 ‘최소한의 성취기준’에 대한 현장 과학 교사들의 인식을 살펴보았다. 연구 결과, 초⋅중등 과학교사들은 과학 학습지원대상 학생들에대해 과학 학습 역량이 부족하고, 과학 학습 결손이 누적되어 있으며, 기본적인 학습을 위한 준비도가 부족하다고 응답하였다. 그러나 과학과 기초학력 부족학생의 학습 특징에 대해 초⋅중등 교사들이 주목하는 특징이 다소 상이하게 나타났는데, 중등 교사들은 낮은 학습 동기와 과학적 기호 사용의 어려움에, 초등 교사들은 과학 태도나 경험부족을 더욱 민감하게 인식하고 있는 것을 확인할 수 있었다. 또한기초학력 보장을 위한 최소한의 성취기준 준거 설정에 대한 우선순위에서도 범주별 항목의 우선순위가 학교급별로 상이함을 발견할 수있었다. 이는 과학과 기초학력 보장을 위한 최소한의 성취기준 개발시 고려요소에 대해 과학 교사들의 기초학력 관련 전문성에 따라 다양한 입장 차가 존재하므로, 학교급에 따른 다양한 변인을 고려한최소한의 성취기준 개발이 필요함을 의미한다. 이상의 연구 결과를통해 기초학력이 부족한 학생들의 개인별 맥락과 처한 상황의 다양성을 고려한 기초학력 지도 전문성 강화를 위한 정책적 지원이 전교과영역에서 모색되어야 할 것이다. 나아가 기초학력이 부족한 학생 지원을 위해 공유된 비전을 명확히 하여 기초학력 보장을 위한 국가정책과 과학 교사들의 실행 간의 괴리를 줄이는 노력이 필요하다.

Relationship between R&E Activities and Mathematics and Science Academic Achievement of Science High School Students

신동선 국제문화기술진흥원 2024 International Journal of Advanced Culture Technolo Vol.12 No.1

This study investigated the academic achievement of science and high school students according to the characteristics of R&E activities in mathematics and science. In addition, based on the survey results, the correlation between R&E activity characteristics and mathematics and science academic achievement was studied through correlation analysis and factor analysis between subjects. There was a difference in academic achievement in mathematics and science according to the characteristics of the R&E activity area, and the experience of R&E activity was found to be closely related to the academic achievement of related subjects. Depending on the area of R&E activity, mathematical and scientific academic achievement was found to be two factors: mathematical logic and natural understanding. Natural understanding factors significantly influenced students' academic achievement in mathematics, physics, and life sciences, and mathematical logic factors significantly influenced the academic achievement of students in chemistry and earth science subjects. In particular, mathematical logic ability was concentrated in excellent physics class students, and natural understanding ability was concentrated in excellent life science class students. Since the characteristics of the R & E activity area greatly influence the academic achievement of mathematics and science, it will significantly contribute to the selection and operation of the R & E activity area of science high school students.

수학과 과학을 통합 지도한 초등학교 ‘물체의 속력’ 수업에서 학생의 학습 성취 분석

정하나 ( Hana Jung ),전영석 ( Youngseok Jhun ) 한국초등과학교육학회 2015 초등과학교육 Vol.34 No.4

Mathematics and science are very closely related. Among the science areas, physic is strongly linked with mathematics. As the related mathematics skills were alloted later than the science contents in the national curriculum, students often suffer from science classes. Accordingly, an opinion have been claimed to teach the related mathematics skills prior to the science classes. However, it would be hard to arrange all science and mathematics contents in order. Instead of that, in this research, we taught students mathematics contents that are crucial for learning speed through science classes. We called that teaching strategy an integrated science and mathematics class. Then, we examined students’ achievement in science as well as skills of mathematics to know the effectiveness of the strategy. We found that the average mathematics score of the whole class went up meaningfully. We also found that their science achievement was above than basic level. Moreover, the homeroom teacher of the students observed 3 aspects which showed the students were better than previous students. Finally, we divided the students into 4 groups by their science and mathematics achievement score and interviewed each group. As a result, we knew that interesting and confidence in science and mathematics quite exerted influence on their achievement.