과학고등학교 물리수업의 만족도와 학습활동에 대한 학생들의 인식 = Students' perception of satisfaction and learning activities in science high school physics classes

다국어 초록 (Multilingual Abstract)

The science high school in Korea was established for the purpose of cultivating science talents to lead the future society. In order to cope with these social changes, 28 science gifted and talented high schools have been established and operated in the whole country, and after graduation, It has become a talented person who is able to realize individual dreams by advancing to department and become the cornerstone of national science competitiveness promotion.
However, Science High School has also been pointed out for many years that it has fallen to the entrance examination institution, forgetting the original purpose of establishment, because it is located within the framework of university entrance examination, which has been pointed out as a chronic problem of Korean education. In addition, it is pointed out that the academic ability of the students is getting worse and the educational mind is worried about how to increase the creativity of the students.
We analyzed the students' perception of class satisfaction and learning activities by finding solutions. If the students know exactly how satisfied they are with the current lesson and how they will learn, the teacher will improve the quality of the lesson by complementing the desired parts of the lesson. This is because mutual synergies can be expected. Therefore, this study analyzes the differences of students' perceptions of physics subjects by school, sex, and grade, and seeks supplementary measures for the problems presented here.
The research was conducted by surveying students at two nearby science high schools and conducting a questionnaire survey and analyzing the results.
The questionnaire related to the satisfaction was used by NASEL in order to know the satisfaction of teaching and learning of college students at the Korea Educational Development Institute. The placement of the items was classified according to keller 's satisfaction strategy, and the learning activities were made in the direction suggested by the national curriculum in 2015. This can be said to be a measure to obtain the validity of both areas.
Statistical analysis of the questionnaire was conducted by using SPSS Win 22.0.
The results of the questionnaire were as follows: First, students in A science high school were more aware of cooperative learning than students in B science high school. However, the perception of overall cooperative learning was low regardless of school, sex, and grade. This confirms that students' perception of learning activities is negative. Second, it is confirmed that boys are actively and actively participating in physics learning than girls. Third, it was confirmed that the second grade students of science high school were perceived as negative overall satisfaction and learning activities.
In order to attract cooperative learning to physics classes and learning, it is necessary to improve the current college admissions system and to reveal the root cause of the deficit in order to change the passive physical learning of female students. It is also necessary to examine whether the selection of female students matching the purpose of science high school in the selection system of the current science and high school is necessary. In addition, it is necessary to supplement the early graduation system of the second year students of science high school and the development of the learning program for the divided group will be the solution of the dissatisfaction shown in the class satisfaction and overall learning activities.
Finally, future research suggests ways of expanding cooperative learning in physics teaching and learning, gaining confidence in physics subjects of science high school girls, and studying policy measures to enable science high schools to operate according to their purpose.
I hope that this paper contributes to the development of science high school and physics education a little.

목차 (Table of Contents)

• I. 서 론 1
• 1. 연구 필요성 및 목적 1
• 2. 연구 문제 6
• 3. 연구 제한점 6
• II. 이론적 배경 7
• 1. 과학고등학교 운영 현황 8
• 1) 과학고등학교 현황 통계 8
• 2) 과학고등학교 운영 실태 9
• 2. NASEL 교수-학습 역량 진단 18
• 3. 켈러(Keller)의 학습동기 유발 교수전략 (ARCS 이론) 22
• 1) ARCS 이론의 기본입장 및 특징 22
• 2) 이론의 기본 가정 22
• 3) ARCS의 네 가지 요소와 동기유발 전략 23
• 4. 2015 과학과 교육과정 28
• III. 연구 방법 31
• 1. 연구 절차 및 개요 31
• 2. 설문 문항 제작 32
• 1) 설문 문항 제작을 위한 사전 연구 32
• 2) 설문 문항 제작 33
• 3) 예비조사 실시 및 설문지 수정 보완 35
• 4) 설문지 구성 36
• 3. 설문 실시 38
• 1) 설문실시 및 설문 대상자 표집 38
• 2) 응답 설문지 제외 사유 39
• 4. 설문 응답자 분석 40
• 1) 학교 별, 성별 분포 40
• 2) 연구 대상자들의 물리 교과에 대한 정보 40
• 5. 통계처리 방법 41
• IV. 연구 결과 42
• 1. 학교별 학생들의 교수와 학습에 대한 인식의 차이 42
• 2. 성별 학생들의 교수와 학습에 대한 인식의 차이 44
• 3. 학년별 학생들의 교수와 학습에 대한 인식의 차이 46
• 4. 서술형 문항의 응답 내용 49
• V. 결론 및 제언 50
• 1. 결론 50
• 2. 제언 54
• 참고문헌 55