초등 저학년 학생들에게 과학 경험은 충분할까?- 초등 저학년 학생의 과학에 대한 인식과 과학 경험에 대한 사례 연구 -
Is Science Experience Enough for Early Elementary Students?- A Case Study on the Perception of Science and Science Experience of Early Elementary Students -
0
조회
0
다운로드
2
인용
0
참고문헌
키워드
초록
In Korea, the lower elementary grades are applying a topic-oriented integrated curriculum. It causes a lack of science content and inquiry experience for young children. The purpose of this study is to understand the scientific experiences and perceptions of the lower elementary graders and to inquire about the meaning of those experiences in their science learning. Four students (male 2, female 2), their parents, and their first-year homeroom teachers participated in the study. The data collection was mainly conducted through in-depth interview of them. Results showed that the ‘experiments’ were the student’s the main perception of science, and the epistemic emotion that students mainly feel about science was ‘curiousness’. Since most experiences were dependent on non-formal educational experience, the parents were an important factor to determine their experiences about science. Various factors, such as students’ scientific experiences, their epistemic emotions, and the parents, interacted to form children’s perception of science. The positive perception of science affected the level of motivation and expectation for science learning as the third grade. It is suggested that improvement of curriculum and textbooks should emphasize scientific exploration for the lower graders of elementary school, which provides them meaningful scientific experience in school.
Abstract
In Korea, the lower elementary grades are applying a topic-oriented integrated curriculum. It causes a lack of science content and inquiry experience for young children. The purpose of this study is to understand the scientific experiences and perceptions of the lower elementary graders and to inquire about the meaning of those experiences in their science learning. Four students (male 2, female 2), their parents, and their first-year homeroom teachers participated in the study. The data collection was mainly conducted through in-depth interview of them. Results showed that the ‘experiments’ were the student’s the main perception of science, and the epistemic emotion that students mainly feel about science was ‘curiousness’. Since most experiences were dependent on non-formal educational experience, the parents were an important factor to determine their experiences about science. Various factors, such as students’ scientific experiences, their epistemic emotions, and the parents, interacted to form children’s perception of science. The positive perception of science affected the level of motivation and expectation for science learning as the third grade. It is suggested that improvement of curriculum and textbooks should emphasize scientific exploration for the lower graders of elementary school, which provides them meaningful scientific experience in school.
참고문헌 (37)
- Alexander, J. M., "Longitudinal analysis of the relations between opportunities to learn about science and the development of interests related to science", Science Education, 96(5), pp.763~786 (2012)
- Barman, C., "Student’s views of scientists and science : Results from a national study", Science and Children, 35, pp.18~23 (1997)
- Cronbach, L. J., "Beyond the two disciplines of scientific psychology", American Psychologist, 30(2), pp.116~127 (1975)
- Damasio, A. R., "The brain binds entities and events by multiregional activation from convergence zones", Neural Computation, 1, pp.123~132 (1989)
- Gallas, K., "Talking their way into science" (1995), Teachers College Press
- Glynn, S. N., "Science motivation questionnaire Ⅱ : Validation with science majors and nonscience majors", Journal of Research in Science Teaching, 48(10), pp.1159~1176 (2011)
- 한문현, "모형 구성 참여 양상에서 나타나는 내성적인 초등학생의 인식적 감정 구성", 한국과학교육학회지, 38(2), pp.171~186 (2018), 한국과학교육학회[DOI]
- 허민아, "과학적 지식 탐색 과정에서 초등학생들의 인식적 정서와 이를 이끄는 인지적 평가 요인 탐색", 초등과학교육, 38(4), pp.496~509 (2019), 한국초등과학교육학회[DOI]
- 황정현, "스포츠에서 발현되는 감정에 관한 인지주의적 접근", 움직임의 철학 : 한국체육철학회지, 21(3), pp.43~56 (2013), 한국체육철학회
- 주은정, "초등학교 3학년의 과학자와 과학 학습에 대한 이미지 분석", 초등과학교육, 28(1), pp.35~45 (2009), 한국초등과학교육학회
- 정진규, "초등학생의 과학, 공학, 기술에 대한 인식 및 과학자, 공학자, 기술자에 대한 이미지 조사", 한국과학교육학회지, 34(8), pp.719~730 (2014), 한국과학교육학회[DOI]
- 김은주, "2009 개정 통합교과 주제별 교과서에 대한 교사들의 이해", 통합교육과정연구, 8(3), pp.73~92 (2014), 한국통합교육과정학회
- Kim, H., "A study of the preferred methods and strategies of science learning in middle school students", Journal of the Korean Chemical Society, 43(5), pp.552~563 (1999)
- 김희경, "과학 긍정경험 구성 변인 간의 구조방정식 모형에 관한 연구", 한국과학교육학회지, 37(3), pp.507~521 (2017), 한국과학교육학회[DOI]
- 김중섭, "현상과 인식", 현상과 인식, 37(3), pp.1~18 (2013), 한국인문사회과학회
- 김정화, "유치원과 초등학교 학생의 과학 및 과학 활동에 대한 인식", 한국과학교육학회지, 22(3), pp.617~631 (2002), 한국과학교육학회
- 김민정, "5세 누리과정 교사용 지도서의 과학 활동 분석", 유아교육학논집, 17(1), pp.57~77 (2013), 한국영유아교원교육학회
- 김성일, "뇌 기반 학습과학: 뇌과학이 교육에 대해 말해주는 것은 무엇인가", 인지과학, 17(4), pp.375~398 (2006), 한국인지과학회
- Kim, S., "Qualitative case study in the study of primary education", Journal of Elementary Education Studies, 19(2), pp.31~57 (2012)
- 권유진, "이야기 다시말하기(story-retelling) 과제를 통한 초등 저학년 아동의 이야기 능력", Communication Sciences and Disorders, 11(2), pp.72~89 (2006), 한국언어청각임상학회
- 이정수, "중학생의 과학에 대한 태도, 과학 학습 동기 및 자기조절학습 전략과과학 학업성취도의 구조적 관계 분석", 한국과학교육학회지, 34(5), pp.491~497 (2014), 한국과학교육학회[DOI]
- 이미경, "과학에 대한 태도와 과학 성취도의 관계", 한국과학교육학회지, 24(2), pp.399~407 (2004), 한국과학교육학회
- A study of the way to improve elementary school curriculum, "Lee, M.", Korea Institute of Curriculum & Evaluation, ~ (2014)
- The development of science education program for formation of science minds for kindergarten and elementary school children, "Lee, Y.", Science & Technology Policy Institute, 271~ (2000)
- Analysis and evaluation of the content relevance in the primary and secondary school science, "Lee, Y.", Korea Institute of Curriculum & Evaluation, ~ (2004)
- Merriam, S. B., "Case study research in education : A qualitative approach" (1988), Jossey-Bass
- Ministry of Education, "Commentary on the 4th curriculum", Korea Textbook Corp, ~ (1981)
- Ministry of Education, "Commentary on the 5th curriculum", Korea Textbook Corp, ~ (1987)
- Ministry of Education, "Commentary on the 6th curriculum", Korea Textbook Corp, ~ (1992)
- Ministry of Education, "Commentary on the 7th curriculumⅠ-Ⅱ", Korea Textbook Corp, ~ (1998)
- "2015", ~
- Muis, K. R., "The role of epistemic emotions in personal epistemology and self-regulated learning", Educational Psychologist, 53(3), pp.165~184 (2018)
- Oliver, W. H., "Three studies of factors affecting the attitudes of blacks and females toward the pursuit of science and science-related careers", Journal of Research in Science Teaching, 27(4), pp.289~314 (1990)
- Piaget, J., "Genetic epistemology" (1970), Columbia University Press
- Schibeci, R. A., "Influence of students’ background and perceptions on science attitudes and achievement", Journal of Research in Science Teaching, 23, pp.177~187 (1986)
- Sell, J. P. A., "Rhetoric and wonder in English travel writing", pp.1560~1613 (2006), Ashgate
- 선헤연, "부모의 학업성취압력과 학업스트레스의 관계에서 학업적 자기효능감의 매개효과: 초등학생과 중학생 중심으로", 아시아교육연구, 14(1), pp.197~212 (2013), 교육연구소[DOI]