초등학교 2학년 학생들이 과학학습 상황에서 보이는 행동 특성; 과학학습 동기체계에 관한 현상학적 연구 = Behavioral Characteristics of Second Graders in Science Learning Situations; A Phenomenological Research on a Motivation System about Science Learning

국문 초록 (Abstract)

이 연구의 목적은 초등학교 2학년 학생들의 SLBIS/ BAS(과학학습 행동억제체계/행동활성화 체계)에 따른 과학학습 상황에서의 행동특성을 조사하는 것이 다. 연구를 위해 초등학교 2학년 1학급에서 20명을 추출하여 연구를 시행하였다. 연구는 질적 연구 방법 중의 하나인 현상학적인 연구 방법을 따랐다. 연구를 통해 조사된 결과는 다음과 같다. 첫째, SL-BIS에 민 감한 학생들은 과학학습 상황에서``실험 결과에 대한 부정적 반응``,`` 실험 활동에 소극적임``,`` 침묵``,`` 단순 반복 질문``과 같은 행동 특성을 보였다. 둘째, SLBAS에 민감한 학생들은``실험 결과에 대한 긍정적 반 응``,`` 실험에 대한 도전 정신``,`` 학습지 작성에 열심``, ``구체적 질문을 많이 함``,`` 상호 보완적 모둠 실험 선호``와 같은 행동 특성을 보였다. 이 연구를 통해 제한 적이기는 하나 SL-BIS/BAS의 검사결과가 초등학교 2학년 학생들의 과학학습 상황에서의 행동특성을 예측할 수 있다는 점을 질적 연구를 통해 알 수 있었다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the behavioral characteristics of elementary second graders depending on SL-BIS/BAS (Behavioral Inhibition/Activation System about Science Learning) in science learning situation. For this study, 20 second grade students participated. This study followed a phenomenological research method, a form of qualitative research. As the results show, students who have a sensitive motivation system to SL-BIS directly expressed their disappointment of the result and easily get distracted in class when they failed in science learning activity. They participated in group work passively, for example, they interacted less in the group or avoided answering questions. Even though the students have a lot of questions that were usually simple, empty or repetitive words, They have within themselves the good will of challenging difficult experiment that was their only expression of passive will, The students have a tendency to be dependent on their friends in an experiment, making it unlikely that they preferred group work from the beginning. Otherwise, students who have sensitive motivation system to SL-BAS endured science learning activity to the end regardless of the negative result. In particular, they were enthusiastically working on home-school materials. When the students succeeded in the experiment, they responded to the cheers and openly expressed their feeling. They were satisfied with their achievement. The students have more desire for in-depth activity. Their questions were more progressive, specific and expanded. They showed a strong desire to challenge difficult experiment and preferred to interact with their group members to help each other. Based on the results, they were limited but we could find that the behavioral characteristics of second grade students in science learning situations can be predicted with a score of SL-BIS/BAS t.

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