열 개념에 대한 흥미와 학생이 인식하는 과제난이도 수준이 과학상태호기심 유발에 미치는 영향

강지훈 ( Kang Jihoon ),김지나 ( Kim Jina ) 한국초등과학교육학회 2021 초등과학교육 Vol.40 No.2

The purpose of this study was to find out how interest in thermal concepts and the perceived difficulty affect the stimulation of science state curiosity. To achieve this purpose, 410 elementary school students in 5th to 6th grade were asked to measure interest in the content of the thermal concept tasks, the perceived difficulty and science state curiosity while solving the thermal concept tasks. 2 (low interest vs. high interest)×2 (easy vs. difficult) ANCOVA was conducted with the covariate of the student’s level of science curiosity, which is expected to affect the stimulation of science state curiosity. As a result of the analysis, students with high interest in the contents of the task were showed high science state curiosity. Meanwhile, there was no difference in the level of science state curiosity according to the perceived difficulty. In addition, science state curiosity level of the students with low interest in the content of the task were high when they perceived the task as easy, but science state curiosity level of the students with high interest in the content of the task were high when they perceived the task as difficult. This study was meaningful in that it empirically verified that interest in the content of the tasks has an effect on the stimulation of science state curiosity, and that the effect of interest on the stimulation of science state curiosity varies according to the level of the perceived difficulty.

기후변화 STS 수업이 초등학생의 과학 흥미와 과학 호기심에 미치는 영향

강지훈,유병길 에너지기후변화교육학회 2023 에너지기후변화교육 Vol.13 No.3

본 연구의 목적은 기후변화 STS 수업이 초등학생의 과학 흥미와 과학 호기심에 어떤 영향을 미치는지 알아보는 것이다. 이러한 목적을 달성하기 위하여 광역시에 위치한 초등학교 6학년 171명의 학생(남학생 74명, 여학생 97명)을 대상으로 12차시 분량의 기후변화 STS 수업을 실시한 후 학생들의 과학 흥미와 과학 호기심 수준의 변화를 분석하였다. 연구 결과, 기후변화 STS 수업은 초등학생의 과학 흥미 수준을 향상시키는 것으로 나타났지만 과학 호기심 수준을 향상시키지는 못하는 것으로 나타났다. 과학 흥미가 향상된 이유는 학생들이 수업에서 기후변화와 관련된 새롭고 신기한 과학 현상이나 정보를 접할 수 있었고, 학생들 간 정보를 소통하는 과정에서 새로운 지식을 습득할 수 있었기 때문으로 생각된다. 반면 과학 호기심이 향상되지 못했던 이유는 호기심이 향상될 수 있을 만큼의 충분한 기간 동안 처치가 이루어지지 않았던 것으로 생각된다. 본 연구는 최근에 강조되고 있는 기후변화 및 환경 문제를 소재로 한 기후변화 STS 수업의 교육적 효과를 논의하고 시사점을 제시했다는 점에서 의미가 있다. This study aimed to investigate the effects of the climate change STS class on elementary school students’ science interest and curiosity. This study analyzed changes in students’ science interest and curiosity after the climate change STS class in 171 sixth-grade elementary school students in a metropolitan city (74 males and 97 females). Findings indicated that the climate change STS class improved the science interest levels of the students but did not enhance their science curiosity levels. The reason for the improvement in science interest may be that students were exposed to novel and surprising scientific phenomena or information related to climate change during the class and were able to acquire knowledge through the process of communicating information among students. On the contrary, the reason for the lack of improvement in science curiosity may be that the treatment was not administered for a sufficient period of time to improve curiosity. This study is meaningful considering that it discussed the educational effects and provided implications of the climate change STS class based on climate change and environmental issues, which have been emphasized recently.

여수지역 자연환경을 이용한 가정연계 과학교육프로그램 개발 및 효과

오숙현 한국도서(섬)학회 2019 韓國島嶼硏究 Vol.31 No.4

본 연구에서는 여수지역 자연환경을 이용한 가정연계 과학교육프로그램을 개발하고 그 효과를 알아보고자 하였다. 이를 위하여 전남 여수시에 소재한 Y유치원에 재원중인 유아 19명을 실험집단으로 선정하고 H유치원에 재원중인 유아 20명은 비교집단으로 선정하였다. 그리고 실험집단 유아들을 대상으로 여수지역 자연환경을 이용한 가정연계 과학교육프로그램을 1주일에 1-2회씩 총 12회 실시하였다. 선정된 여수지역사회 자연환경은 미평 삼림욕장, 웅천 친수 야영장, 몽돌 해수욕장, 봉화산 산림욕장, 종포 해양공원, 장척마을 등이다. 가정연계 과학교육프로그램은 관련 문헌 및 선행연구를 기초로 구성한 후 과학교육전문가 2인, 유아교육전문가2인과의 논의 과정을 거쳐 수정・보완하였다. 실험집단 유아들은 여수지역 자연환경을 이용한 가정연계 과학교육프로그램을 실시하고 비교집단 유아들은 생활주제에 의한 과학활동을 실시하였다. 지역사회 자연환경을 이용한 가정연계 과학교육프로그램은 기초단계 활동과 심화단계 활동으로 제공하였다. 기초단계 활동은 지역사회 자연환경에 대한 기초적인 탐색을 목표로 한다. 따라서 유치원은 지역사회 자연환경을 간단히 소개하고 가정 통신문을 통해 부모로 하여금 유아들과 그 장소를 방문하여 자연스러운 관찰과 경험을 통해 관심을 갖도록 한다. 심화단계 활동은 기초단계에서의 경험을 토대로 보다 심도있는 탐구가 이루어지도록 하는 활동으로 구성된다. 즉 유치원은 그 자연환경에서 경험할 수 있는 과학적 경험들에 대해 이야기 나눈다. 그리고 유아는 부모와 다시 그 장소에 가서 보다 심화된 호기심을 가지고 관찰과 탐구를 해 보도록 한다. 이와 같은 활동 전개 시 유아와 상호작용 하는 부모를 위해 관련 과학적 지식 및 유아와의 상호작용 방법들을 안내하는 가정통신문을 제공 받는다. 그리고 유치원과 가정은 서로 피드백을 주고 받음으로써 다음 활동을 수정・확장해 간다. 이러한 실험처치를 12회 실시한 결과는 다음과 같다. 첫째, 여수지역 자연환경을 이용한 가정연계 과학교육프로그램이 유아의 과학적 태도에 미치는 영향을 알아본 결과, 가정연계 과학교육프로그램에 참여한 실험집단이 비교집단 보다 과학적 태도 전체 점수 및 하위영역인 ‘호기심’, ‘자진성과 적극성’, ‘솔직성’, ‘객관성’, ‘개방성’, ‘비판성’, ‘판단유보’, ‘협동심’, ‘끈기성’에서 유의하게 높은 것으로 나타났다. 이러한 결과는 본 프로그램이 과학적 경험을 주변 지역 자연환경에 대한 관심에서부터 시작하여 점차 심도있는 탐구활동으로 유도하였기 때문으로 해석할 수 있다. 특히 부모의 적절한 상호작용이 유아의 탐구활동을 보다 촉진・확장 시킨 결과라고 해석할 수 있다. 둘째, 여수지역 자연환경을 이용한 가정연계 과학교육프로그램이 부모의 과학교육태도에 미치는 영향을 알아본 결과, 가정연계 과학교육프로그램에 참여한 실험집단이 비교집단 보다 과학교육태도 전체 점수 및 하위영역인 ‘과학교육의 중요성’, ‘과학교육을 위한 부모역할’, ‘과학교육 방법’에서 유의하게 높은 것으로 나타났다. 이러한 결과는 부모 자녀가 함께 과학교육프로그램에 참여함으로써 과학적 경험과 이해를 하게 되는 과정을 통해 부모는 자녀교육의 지원자로서 신뢰와 자신감을 얻게 되었기 때문으로 해석할 수 있다. 이러한 결과는 ... The purpose of this study was to develop a home-connected science education program using the natural environment in the Yeosu area and to examine its effect. To attain the objective, an experimental group of 19 young children attending Y kindergarten in Yeosu City and a control group of 20 children in H kindergarten were selected. In addition, the experimental group was treated with a home-connected science education program using the natural environment of the Yeosu area a total of 12 times (once or twice per week). The natural environment of the Yeosu area includes Mipyung Forest Aromatic Bathing Grounds, the Ungcheon Water-Friendly Campground, Mongdol Beach, Mt. Bongwha Forest Aromatic Bathing Grounds, Jongpo Maritime Park, and Jangchuk Village. The home-connected science program was designed based on a literature review and modified and complemented after a discussion conducted by two science education experts and two early childhood education experts. The program using the natural environment of the Yeosu area was given to the children in the experimental group while those of the control group were provided with science activities on the matters of daily life. The program for the experimental group was divided into a basic stage activity and an advanced stage activity. The basic stage activity was aimed to allow the children to explore the basics of the local environment. Therefore, the kindergarten made a brief explanation on the natural environment of the local community and sent a school newsletter to the students’ parents, asking them to visit a place with their children to observe and experience it so that the children could have an interest. The advanced stage activity was composed of activities that facilitated a deeper investigation into the environment based on the experience they had from the basic stage activity. That is, the kindergarten talks with the children about the scientific experiences likely met in the natural environment. The children, in turn, were encouraged to visit the place with their parents again and make observations while exploring with a deepened curiosity. For the parents having such activities, a school newsletter that contains related scientific knowledge and suggests how they should interact with their children was sent to the parents. In addition, the kindergarten and the families gave feedback to each other, modifying and expanding the next activity. Such experimental treatment was conducted 12 times and the results are as follows. First, it was found that the effect of the home-connected science education program using the natural environment of the Yeosu area on the children’s attitudes toward science was much greater in the experimental group than the control group. In particular, the experimental group showed a significantly higher total score of the attitude to science and its sub-variables of ‘curiosity,’ ‘ willingness to volunteer and general positivity,’ ‘frankness,’ ‘objectivity,’ ‘openness,’ ‘criticism,’ ‘reservation of judgment,’ ‘cooperation,’ and ‘persistence’ than the control group. These results seem attributed to the program first making the children have an interest in the natural environment around them which led to scientific experience and then inducing them to get involved in advanced exploration activity on a gradual basis. In particular, it is understood that the parents’ proper interaction with the children contributed to facilitating and expanding the children’s scientific exploration. Second, it was demonstrated that the effect of the home-connected science education program using the natural environment of the Yeosu area on the parents’ attitude toward science education was much greater in the experimental group than in the control group. In particular, the experimental group showed a significantly higher total score of the improved attitude to science education and its sub-variables of the ‘importance o...

호기심 유발 자극을 제공한 과학수업이 초등학생들의 과학에 대한 호기심, 흥미, 태도에 미치는 영향

강지훈(Jihoon KANG),유병길(Pyoung-Kil YOO) 한국수산해양교육학회 2022 水産海洋敎育硏究 Vol.34 No.1

The purpose of this study was to investigate the effects of science class using collative variables on elementary school students’ curiosity, interest about science and attitudes toward science. The experimental group was taught by strategies using collative variables, while the control group was taught by the traditional teaching method. The results indicated that the science class using collative variables improved students’ interest about science and attitude toward science, especially general affection toward science, enjoyment and self-efficacy toward science learning. The results of this study are meaningful in that it discussed the educational effects of science class using collative variables and provided implications of using collative variables in science learning that have not been studied much in the field of education so far.

과학 교과서 사용 여부가 초등학생의 과학에 대한 흥미와 호기심에 미치는 영향

이혜련(Hye-Ryeon LEE),유병길(Pyoung-Kil YOO) 한국수산해양교육학회 2021 水産海洋敎育硏究 Vol.33 No.1

The purpose of this research is to compare and analyze the effect of the use or not of textbook on elementary school students’ interest and curiosity in science. This study was conducted by 94 students in the sixth grade of two elementary schools in Y-city, Gyeongsangnam-do Province, who were taught by science subject matter specialists. The comparative group used textbooks and workbook ‘Experiment and Observation’ for class, and the experimental group used only ‘Experiment and Observation’ in oder to record the inquiry contents. Students individual interests and curiosity were measured before and after the unit. Situational interest and curiosity were measured four times during unit class in order to find out the effect of situational interest and curiosity on their individual interest and curiosity. The results were as follows. First, the experimental group’s individual interest and curiosity in science, who participated in classes without textbooks, were significantly higher than those of the comparative group with textbooks. Second, the experimental group’s situational interests in science were significantly higher than those of the comparative group. Third, for the unit taught without using textbooks, students thought it was interesting because they were able to freely search for their own thoughts, but anxious and difficult because they could not check whether their thoughts were correct by looking at the textbook.

탐구적 과학 글쓰기 수업이 중학생의 과학적 태도에 미치는 영향

강지은,강경희 인하대학교 교육연구소 2023 교육문화연구 Vol.29 No.5

이 연구는 탐구적 과학 글쓰기 수업이 중학생들의 과학적 태도에 미치는 영향을 알아보는 것이다. 이를 위해 중학교3학년의 ‘과학 기술과 인류 문명’ 단원을 토대로 탐구적 과학 글쓰기 수업 자료를 개발하여 적용하였다. 글쓰기 자료는미래 신문 만들기, 생물 다양성과 종자 은행, 색 변화 기술 등의 주제로 개발되었다. 이 연구의 연구 대상은 J시에소재한 A중학교 3학년 8개반 학생 180명이다. 7차시 동안 탐구적 과학 글쓰기 수업을 실시한 후 중학생들의 과학적태도 변화를 살펴보았다. 과학적 태도 사전 사후검사 간 t-test 결과 유의한 차이가 나타났다. 또한 과학적 태도의하위 영역 모두에서도 유의한 차이를 보였다. 이 연구에서 과학적 태도와 그 하위 영역인 개방성, 객관성, 계속성, 비판성, 신중성, 자진성, 정직성, 준비성, 협동성, 호기심 모두에서 통계적으로 유의한 차이가 나타난 것으로 보아탐구적 과학 글쓰기 수업이 중학생들의 과학적 태도에 긍정적인 영향을 미칠 수 있다고 판단된다. 특히 탐구적 과학글쓰기 수업에서 일상생활과 관련된 과학 기술에 대한 내용을 탐구 주제로 설정하여 사고의 영역을 확장하고 자신의주장과 근거를 글로 표현하도록 한 점이 과학적 태도에 긍정적인 영향을 미친 것으로 분석된다. 또한 협동성이 다른과학적 태도 하위 영역보다 상대적으로 낮게 나타난 것은 모둠활동이 제한적으로 이루어졌기 때문인 것으로 추정된다. 그러므로 학습자의 과학적 태도를 기르기 위해 다양한 탐구적 과학 글쓰기 자료의 개발 및 적용이 필요할 것이다. This study examined the effect of science writing heuristic classes on middle school students' scientific attitudes. To this end, based on the unit of 'Science and Technology and Human Civilization' in the 3rd year of middle school, exploratory science writing class materials were developed and applied. Writing materials were developed on topics such as making future newspapers, biodiversity and seed banks, and color-changing technology. The subjects of this study were 180 students from 8 classes in the 3rd year of A middle school located in J city. After conducting SWH during the 7 classes, the change in scientific attitude of middle school students was examined. There was a significant difference in the t-test result between the scientific attitude pre-post test. In addition, there were significant differences in all subdomains of scientific attitude. In this study, statistically significant differences were found in scientific attitude and its subdomains, such as openness, objectivity, continuity, criticism, prudence, willingness, honesty, preparedness, cooperation, and curiosity. It is judged that it can have a positive effect on scientific attitudes. In particular, it is analyzed that scientific attitudes were positively affected by the fact that scientific technologies related to daily life were set as exploratory topics in the inquiry science writing class to expand the area of thinking and express their arguments and grounds in writing. In addition, it is presumed that cooperation was relatively lower than other sub-areas of scientific attitudes because group activities were limited. Therefore, it will be necessary to develop and apply various SWH materials to cultivate learners' scientific attitudes.

과학호기심 설문지의 수정 및 검증을 통한 새로운 과학호기심 설문지의 개발 - 초등예비교사의 과학호기심 분석을 통하여 -

김동욱,신민현 한국초등과학교육학회 2023 초등과학교육 Vol.42 No.1

A Korean-version science curiosity questionnaire (Science Curiosity in Learning Environments [SCILE(15)]) was developed after factor analysis of the Korean-version SCILE(30) questionnaire. Pre-service elementary school teachers were surveyed using the Korean-version SCILE(30), and a factor analysis based on their responses was performed. The factor analysis demonstrated that the Korean-version SCILE(15) consisted of three curiosity factors: a ‘science practices’ factor, a ‘stretching’ factor, and an ‘embracing’ factor. Confirmatory factor analysis of the factor structure revealed correlations between all the factors, thus confirming their commonality as a science curiosity factors. The Cronbach alpha for the reliability of all items in the Korean-version SCILE(15) and of items by factor was greater than 0.700. The Korean-version SCILE(15) was therefore evaluated to be reliable as a science curiosity questionnaire. Pre-service elementary teachers who participated in the survey for the development of the SCILE(15) were aware of the ‘science practices’, ‘stretching’, and ‘embracing’ science curiosity factors. Analysis in a general linear model of the degree of recognition accorded by pre-service elementary teachers to the three science curiosity factors demonstrated significant differences between the curiosity factors in terms of recognition. This cohort of pre-service elementary teachers showed the highest level of recognition of the ‘stretching’ curiosity factor and the lowest level of recognition of the ‘embracing’ curiosity factor. 한국어판 SCILE(30)설문지를 요인분석방법을 사용하여 과학호기심 설문지인 한국어판 SCILE(15)설문지를 개발하였다. 먼저 한국어판 SCILE(30)설문지를 사용하여 초등예비교사들을 대상으로 설문 조사를 시행한 후에 요인분석을 수행하였다. 요인분석결과, ‘과학실천형’ 호기심, ‘확장형’ 호기심, ‘포용형’ 호기심 요인의 3가지 요인으로 구성된 15문항의 한국어판 SCILE(15)설문지가 얻어졌다. 한국어판SCILE(15)설문지에 대한 확인적 요인분석에 의한 요인구조를 분석한 결과, 각 요인 간에 상관관계를 보여 과학호기심요인으로서의 공통성이 확인되었다. 한국어판 SCILE(15)설문지의 전체문항에 대한 신뢰도와 각 요인별 문항들에 대한 신뢰도는 크론바흐 알파 0.700 이상으로 평가되어 과학호기심 설문지인한국어판 SCILE(15)설문지는 신뢰성이 있는 것으로 평가되었다. 설문지개발을 위한 설문 조사에 참석한 초등예비교사들은 과학호기심에 대하여 ‘과학실천형’ 호기심, ‘확장형’ 호기심, ‘포용형’ 호기심 요인을 인식하고 있었다. 세 종류의 과학호기심 요인들에 대하여일반선형모형으로 분석한 결과 호기심요인들은 서로 유의미한 차이를 보였다. 이러한 결과는 초등예비교사들은 ‘과학실천형’ 호기심요인, ‘확장형’ 호기심요인, ‘포용형’ 호기심요인을 인식하는 정도가 다르다는 것을 나타낸다. 초등예비교사는 과학호기심의 세 가지 요인 중에서 ‘확장형’ 호기심요인의 인식정도가 가장 높았고, ‘포용형’ 호기심요인의 인식정도는 가장 낮은 특성을 보였다.

과학 학습에서 유발되는 과학상태호기심 및 과학상태불안 수준에 따른 학습효과

강지훈 ( Jihoon Kang ),김지나 ( Jina Kim ) 한국과학교육학회 2021 한국과학교육학회지 Vol.41 No.3

본 연구는 초등학교 5∼6 학년 학생을 대상으로 과학 학습 상황에서 과학상태호기심(Science State Curiosity; SSC) 및 과학상태불안(Science State Anxeity; SSA) 수준에 따른 학습효과를 구명하는데 목적이 있다. 이를 위해 과학 학습을 과학 문제 대면(Ⅰ), 결과 확인(Ⅱ), 과학 개념 학습(Ⅲ)의 세 가지 상황으로 구분하여 각 학습 상황에서 SSC 및 SSA를 측정하여 분석하였다. SSC 및 SSA가 학습효과에 미치는 순 영향을 파악하기 위해 학습효과에 영향을 줄 것으로 예상되는 과학호기심, 인지욕구, 과학자아개념, 과학불안, 흥미를 통제하였다. 과학 문제 대면 상황에서의 SSC 및 SSA를 ‘SSCⅠ’ 및 ‘SSAⅠ’으로, 결과 확인 상황에서의 SSC 및 SSA를 ‘SSCⅡ’ 및 ‘SSAⅡ’로, 과학 개념 학습 상황에서의 SSC 및 SSA를 ‘SSCⅢ’ 및 ‘SSAⅢ’로 정의하였다. 그리고 학습효과를 직후학습효과와 지연학습효과로 구분하여 사전검사 점수에 비하여 직후검사 또는 지연검사 점수가 향상된 정도를 산출하여 분석하였다. 분석결과, 직후학습효과는 SSCⅠ·SSCⅡ가 높을수록, SSAⅠ·SSAⅡ·SSAⅢ가 낮을수록 높았으며, 지연학습효과는 SSCⅠ·SSCⅡ가 높을수록, SSAⅢ가 낮을수록 높았다. SSC가 SSA보다 학습효과에 미치는 영향이 컸으며, 직후학습효과에는 SSCⅡ가, 지연학습효과에는 SSCⅠ이 가장 많은 영향을 미쳤다. 또한 SSCⅢ가 높을수록 추가적인 자발적 학습을 하는 경향이 나타났다. 본 연구의 결과는 과학 학습에서 학생의 정서적 상태에 대한 이해의 폭을 넓히고, 상태호기심 및 상태불안 연구에 대한 이론적 토대를 마련할 것으로 기대된다. The purpose of this study is to investigate the learning effects according to the level of Science State Curiosity (SSC) and Science State Anxiety (SSA) in science learning situation for 5th∼6th grade elementary school students. To achieve this purpose, we measured and analyzed SSC and SSA in each learning situation by dividing science learning into three situations: Confronting scientific task (I), Checking the results (II), and Learning science concepts (III). In order to identify the net effects of SSC and SSA on learning effects, science curiosity, need for cognition, science self-concept, science anxiety, and interest, which were expected to affect the learning effects, were controlled. SSC and SSA in the situation of confronting scientific tasks were defined as ‘SSCⅠ’ and ‘SSAⅠ,’ SSC and SSA in the situation of checking the results were defined as ‘SSCⅡ’ and ‘SSAⅡ,’ and SSC and SSA in the situation of learning science concepts were defined as ‘SSCⅢ’ and ‘SSAⅢ.’ In addition, the learning effects were divided into post-learning effect and delayed post-learning effect, and the degree of improvements in the post- or delayed post-test scores compared to the pre-test score were calculated and analyzed. As a result of the analysis, SSCⅠ·SSCⅡ had a positive effect on the post- and the delayed post-learning effect, but SSAⅢ had a negative effect on the post- and delayed post-learning effect, SSAⅠ·SSAⅡ had a negative effect on the post-learning effect. SSC had a greater effect on learning effects than SSA, and SSCⅡ had the most influence on the post-learning effect and SSCⅠ had the most influence on the delayed post-learning effect. As SSCⅢ increased, there was a tendency to do additional voluntary learning. The results of this study are expected to broaden the understanding of students’ emotional states in science learning and provide a theoretical foundation for studies of state curiosity and state anxiety.

과학 문제 대면 상황에서 상태호기심 및 상태불안 유발에 영향을 미치는 학습자 변인에 대한 연구

강지훈 ( Kang¸ Jihoon ),김지나 ( Kim¸ Jina ) 한국초등과학교육학회 2021 초등과학교육 Vol.40 No.3

The purpose of this study was to clarify the effect of learner variables on triggering state curiosity and state anxiety in confronting scientific task situation for fifth to sixth grades of elementary school. Science curiosity, interest, need for cognition, science self-concept, science anxiety, prior knowledge, and perceived difficulty were selected as learner variables that are expected to affect state curiosity and state anxiety. As a result of this study, the variables that had a significant influence on evoking state curiosity in confronting scientific task situation were in the order of interest, need for cognition, science curiosity, and prior knowledge, and all of these variables had a positive effect. In addition, the variables that significantly affect on evoking state anxiety in confronting scientific task situation were in the order of science anxiety, perceived difficulty, need for cognition, science self-concept, and prior knowledge. Of these, only prior knowledge had a negative effect on evoking state anxiety, and the other variables had a positive effect. The results of this study are expected to broaden the comprehension of students’ emotional states in science education, and provide a theoretical foundation for the studies of state curiosity and state anxiety in science learning.

초등학생의 반려동물 사육경험이 과학에 대한 흥미, 과학호기심, 과학자아개념에 미치는 영향

김지원 ( Kim Jiwon ),강지훈 ( Kang Jihoon ),유병길 ( Yoo Pyoungkil ) 한국초등과학교육학회 2021 초등과학교육 Vol.40 No.2

The purpose of this study was to investigate the effect of breeding experiences of companion animals on elementary school students' interest in science, science curiosity, and science self-concept in relation to companion animals that are rapidly increasing in modern society. To achieve the purpose of this study, level of four hundred and seventy-four 6th grade at elementary school students’ interest in science, science curiosity, and science self-concept according to breeding experiences of companion animals were compared and analyzed through ANOVA and independent sample t-test. As a result of the analysis, students who have experience in raising companion animals have higher interest in science, science curiosity, and science self-concept than students who have no experience in raising companion animals. It is believed that students participate in breeding activities of companion animals with interest and curiosity, and that self-concept has increased due to the process of acquiring knowledge necessary to raise companion animals and successful breeding experiences. The results of this study are meaningful in that they discussed the implications of breeding experiences of companion animals for science education, using companion animals that have not been studied much in the field of science education so far.