초등학교 과학교과에서 정서지능 요소를 활용한 수업 프로그램의 개발과 적용
The Development and Application of Teaching Program to Utilize Emotional Intelligence Elements in Elementary School Science
0
조회
0
다운로드
2
인용
0
참고문헌
키워드
초록
The purpose of this study is to develop teaching program which utilizes emotional intelligence elements as a measure to stimulate the motive and scientific attitude of learners and examine the effect of its application. The target unit for this study is ‘world of plants’ in the fourth grade of elementary school, and the teaching program is composed of 3 stages including I(encounter with myself), S(encounter with science), and U(encounter with friends). The teaching program is organized in the way to reflect 5 emotional intelligence elements including self-awareness, self-regulation, self-motivation, sympathy, and personal relations properly according to each stage of teaching program. The result of applying this program into actual classrooms is as follows. First, it is proven that the teaching program actually helps improving the motive of learners to study science. The emotional intelligence takes a role of positive motive for thinking, and the learners monitor their emotion and behavior patterns by using a mirror notebook to reduce their anxiety about science. Second, it is proven that the teaching program changes the science related attitude of learners positively. The emotional intelligence elements help the learners to create friendly feeling toward science subject and have a friendly attitude toward science and a sense of expectancy to science class. Third, it is proven that the teaching program contributes to the improvement of learners' science study achievement. The emotional intelligence takes an important role in improving the learners' science study achievement through the role of adjusting and controlling the recognition capability. However, emphasizing the emotional intelligence excessively also has a risk to break the balance between emotion and recognition, so it is considered that the balanced approach should be applied.
Abstract
The purpose of this study is to develop teaching program which utilizes emotional intelligence elements as a measure to stimulate the motive and scientific attitude of learners and examine the effect of its application. The target unit for this study is ‘world of plants’ in the fourth grade of elementary school, and the teaching program is composed of 3 stages including I(encounter with myself), S(encounter with science), and U(encounter with friends). The teaching program is organized in the way to reflect 5 emotional intelligence elements including self-awareness, self-regulation, self-motivation, sympathy, and personal relations properly according to each stage of teaching program. The result of applying this program into actual classrooms is as follows. First, it is proven that the teaching program actually helps improving the motive of learners to study science. The emotional intelligence takes a role of positive motive for thinking, and the learners monitor their emotion and behavior patterns by using a mirror notebook to reduce their anxiety about science. Second, it is proven that the teaching program changes the science related attitude of learners positively. The emotional intelligence elements help the learners to create friendly feeling toward science subject and have a friendly attitude toward science and a sense of expectancy to science class. Third, it is proven that the teaching program contributes to the improvement of learners' science study achievement. The emotional intelligence takes an important role in improving the learners' science study achievement through the role of adjusting and controlling the recognition capability. However, emphasizing the emotional intelligence excessively also has a risk to break the balance between emotion and recognition, so it is considered that the balanced approach should be applied.
참고문헌 (35)
- Barrett, L. F., "Emotions:Current issues and future directions" (2001), Guilford Press
- 조현철, "내외적 학습동기, 자기결정성, 목표지향, 자기지각, 지능관 및 자기조절학습전략 요인들의 학습태도, 학습행동 및 학업성취에 대한 효과", 교육심리연구, 25(1), pp.33~60 (2011), 한국교육심리학회
- Eggen, P. D., "Educational psychology:Windows on classroom" (2010), Pearson Education Inc
- Fraser, B. J., "Development of a test of sciencerelated attitudes", Science Education, 62(4), pp.509~515 (1978)
- Gardner, H., "Frames of mind" (1983), Basic Books
- Goleman, D., "Emotional intelligence" (1995), Bantam Books
- Jung, S, "The effects of emotional intelligence program on children’s emotional intelligence and school adjustment", Busan Educational Research, 20(1), pp.121~136 (2005)
- 정영란, "중학교 과학 학습에서 EQ 향상 프로그램을 활용한 수업의 효과", 한국과학교육학회지, 24(2), pp.258~266 (2004), 한국과학교육학회
- Kim, B., "The effect on science related affective domain by science learning applied educational program of emotional intelligence in students of elementary school", pp.2005
- Trends and international comparative analysis of educational environment in TIMSS, "Kim, S.", Korea Institute for Curriculum and Evaluation, ~, pp.RRE 2012-4-1 (2012)
- Korea Foundation for the Advancement of Science and Creativity, "Elementary guidebook for teacher, Science 4-2", Ministry of Education, Science and Technology, ~ (2010)
- Kwak, Y., "A study on the developmental trend and validity of emotional intelligence", pp.1997
- 이귀옥, "식물체험활동이 아동의 정서발달에 미치는 영향", 한국실과교육학회지, 21(1), pp.113~128 (2008), 한국실과교육학회
- 이인숙, "이러닝 환경에서 정서지능이 학업성취도에 미치는 영향", 교육정보미디어연구, 18(3), pp.227~248 (2012), 한국교육정보미디어학회
- 이주연, "초등 과학 교과에서 식물 활용 탐구 활동이 정서 지능 및 과학적 태도에 미치는 영향", 생물교육, 39(3), pp.362~372 (2011), 한국생물교육학회
- Maree, J., "Emotional intelligence and achievement: Redefining giftedness?", Gifted Education International, 16(3), pp.261~273 (2002)
- TIMSS 2011 international science report, "Martin, M. O.", Boston Colleg, ~ (2012)
- Mayer, J. D., "Emo tional development and emotional intelligence: educational implication" (1997), Basic Books
- Mayer, J. D., "Emotional intelligence meets traditional standards for an intelligence", Intelligence, 27, pp.267~298 (1999)
- Min, H., "Effect of emotional Intelligence on social development and academic achievement of elementary school students", pp.2005
- Science curriculum, "Ministry of Education, Science and Technology", MEST, ~, pp.Notification No. 2011-361 (2011)
- Mischel, W., "Predicting adolescent cognitive and self-regulatory competencies from preschool delay of gratifications : Identifying diagnostic conditions", Development Psychology, 26(6), pp.978~986 (1990)
- A study to measure emotional intelligence for Korean students, the concept of new intelligence:Emotional intelligence, "Moon, Y.", Education Research Institute at Seoul National University, ~ (1997)
- TIMSS 2011 international mathematics report, "Mullis, I. V. S.", Boston College, ~ (2012)
- OECD, "PISA 2006 science competencies for tomorrow’s world volume Ⅰ: analysis" (2007), OECD
- 박은이, "과학영재 학생들을 대상으로 한 정서지능 프로그램의 효과에 대한 질적 접근", 영재교육연구, 20(3), pp.703~720 (2010), 한국영재학회
- 박재근, "초등학교 과학 수업에서 학습자의 동기 유발과 참여 활동을 구조화한 수업 전략의 개발과 적용", 생물교육, 38(2), pp.285~297 (2010), 한국생물교육학회
- Park, O., "Literature review and future direction of research for emotional intelligence", Korean Academy of Management, ~ (2005)
- Pekrun, R., "The control-value theory of achievement emotions : assumptions, corollaries, and implications for educational research and practice", Educational Psychology Review, 18, pp.315~341 (2006)
- 류제정, "뇌 기반 STEAM 교수-학습 프로그램이 초등과학영재와 초등일반학생의 창의성과 정서지능에 미치는 효과", 초등과학교육, 32(1), pp.36~46 (2013), 한국초등과학교육학회
- Salovey, P., "Emotional intelligence", Imagination, Cognition and Personality, 9(3), pp.185~211 (1990)
- Son, K., "Horticultural therapy" (1997), Seowon
- Tuan, H. L., "The development of a questionnaire to measure students'motivation towards science learning", International Journal of Science Education, 27(6), pp.639~654 (2005)
- Yang, M., "Investigating the basic academic skills and affective characteristics of 3rd grade students", Korean Journal of Educational Development, 22(1), pp.47~71 (2005)
- 양명희, "성취목표지향성이 학습결과에 미치는 영향: 정서의 조절효과", 교육심리연구, 23(1), pp.51~71 (2009), 한국교육심리학회