초등학생의 과학호기심에 의해 유도된 탐색행동 예측 요인에 관한 탐색적 사례연구

Abstract

Curiosity can lead to exploratory behavior, but not all curiosity does so, and empirical studies on this remain limited. Because exploratory behavior involves pursuit of new knowledge and information, it can be a starting point for learning, so understanding factors that predict exploratory behavior is crucial. Therefore, this study explored predictors of exploratory behavior driven by science curiosity in students’ everyday lives. An exploratory case study method was employed to analyze interviews based on photojournals that captured moments when six 6th-grade elementary students experienced science curiosity, and in-depth interviews exploring their experiences of exploratory behavior driven by science curiosity. The study revealed that the level of curiosity arousal and students’ belief that they could find and understand the desired information, thus gratifying their curiosity, positively predicted exploratory behavior. Additionally, such exploratory behavior was more likely to occur when the perceived value of gratifying curiosity outweighed the perceived costs of exploratory behavior. Based on these findings, the study suggested development of educational environments that effectively promote students' exploratory behavior and of directions for further research.