과학중점학교 교육과정이 정의적 영역에 미치는 영향 = (An) influence of the education process of science core school on the definitive

다국어 초록 (Multilingual Abstract)

An Influence of the Education Process of Science Core School on the Definitive Territory

Song Kyung-hoon
Major in Earth Science Education, Graduate School of Education, Busan National University
Abstract
Under this research, the survey is made on the definitive influence of the first-year education process of the science focus school for each of humanities, science and science core courses and the level of satisfaction of the non-curriculum experiment activity program for each course to find out the effectiveness of the first-year education process of the science focus school. For this purpose, this research has set three research issues. First, what is the influence of the first-year education process of the science focus school for each humanities, science and science core courses on the attitude related to science? Second, what is the influence of the first-year education process of the science focus school for each humanities, science and science core courses on the self-leading learning characteristics? And, third, what is the level of satisfaction of the non-curriculum experiment activity program for each course for each humanities, science and science core courses?
During the first-year education process, the survey of the level of satisfaction of the non-curriculum experiment activity program was simultaneously undertaken to find out effectiveness of the first-year education process of the science focus school.
By clarifying the research result, first, through the first-year education curriculum for science core school, noticeable change was observed for science focus school students through the change of attitude related to science for each desired course of students. Students hoping for the humanities curriculum have recognized of social value in science but have no change in the scientific attitude and interest on science. Students hoping for the science curriculum have higher recognition of social value of science compared to students hoping for humanities curriculum and have shown attitude to accommodate and understand the lives of scientists. However, there was no meaningful difference in joy of science classes, interest on science as hobby, and interest on science as occupation. Compared to humanities curriculum and science curriculum, students in science focus school showed statistically noticeable difference in all categories in science related attitude. In particular, it was able to obtain the meaningful result of the science related attitude change directly linking to the hobbies on science and occupational interest. Second, in the self-leading learning characteristics change, there was meaningful change for each desired field of students. Students hoping for humanities curriculum had great help in improvement of creative thinking for openness, creativeness and the like, but the influence was slightly insufficient in the moderation and control capability on themselves in learning attitude. Students hoping for science curriculum also had the similar result with the students hoping for humanities curriculum. The science focus school students showed meaningful change in the role model and creativeness parts than the students hoping for other fields. Third, in the result of surveying the preferential level of non-curriculum experiment activity for each desirable field of students, students desiring humanities curriculum and science curriculum are shown to prefer the classes in chemistry field that displays the result to show immediately. In addition, in the event of the self-regulated selection-type experiment activities, students submitted many reports on the themes with easily accessible to science. On the contrary, the science focus school students showed high level of preference in the self-regulated selection-type experiment activities that may set forth the themes by themselves with intense searches. From the self-regulated selection-type experiment activities, the highest preference was shown in the individual project task. The non-curriculum experiment activity of the first year students have to be operated for the tasks for each level to satisfy various level of preference. Furthermore, the science focus school students have the purpose of developing science talents equipped with humanities understanding for the science focus school to develop the programs to enhance humanities understanding in schools to entice the participation of students in active ways.
By analyzing the research result comprehensively, the first-year education curriculum for science core school provides high level of tailored science learning for the science focus school students and the level of satisfaction for students was significantly high. In addition, this noticeable change was connected to the occupational interest. The first-year education curriculum for science core school has the different parts for students with interest, but it has brought positive changes to students hoping for humanities curriculum and science curriculum.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 문제 2
• 3. 용어의 정의 3
• 4. 연구의 제한점 5
• Ⅱ. 이론적 배경 6
• 1. 과학중점학교 6
• 2. 과학에 관련된 태도 11
• 3. 자기주도적 학습 특성 13
• 4. 선행연구 14
• Ⅲ. 연구 방법 및 절차 17
• 1. 연구대상 17
• 2. 연구절차 및 실험설계 18
• 3. 과학교양 및 비교과체험활동 교수ㆍ학습 활동 내용 20
• 4. 검사도구 28
• Ⅳ. 연구 결과 분석 및 논의 30
• 1. 과학에 관련된 태도에 미치는 영향 30
• 2. 자기 주도적 학습 특성에 미치는 영향 35
• 3. 비교과 체험활동 선호도 조사 40
• Ⅴ. 결론 및 제언 47
• 1. 결론 47
• 2. 제언 50
• < 참고 문헌 > 51
• < 부록 > 52
• ABSTRACT 61