초등학교 과학에서 인지적, 정의적 학업성취와 자아개념과의 관계

Abstract

The purpose of this study is to draw some implications for study on improvement of science-related affective achievement by understanding relations among science-related cognitive, affective achievement and academic self-concept, academic self-concept in science. This study involved a research targeting 82 elementary school students in Seoul to measure cognitive, affective achievemetn on science, academic self-concept and academic self-concept in science. The data of science-related affective achievemetn, academic self-concept and academic self-concept in science were collected by online Googld Drive. Cognitive academic achievement in science was measured by 2011 National achievement written test. Science affective academic achievement test developed by Kim et al.(1998) was used. Jeong Won-Sik;s academic self concept test was used. And for academic self-concept in science a modified from of PISA 2006 affective area questions was used. After test and statistic analysis, GALT test and personal interview were carried out to clarify the causes. The major findings of this study are as follows: First, science-related affective achievement of male students was statistically higher than that of female students. And among subcategories concept of scientific affective achievement, that is, awareness, interest and attitude, male students showed statistically higher score on interest than female students. Second, science-related affevtive achievement and acaemic self-concept in science of the group whose science-realted cognitive achievement was high were statistically higher than that of lower leveled group. Especially, academic self-concept in science showed significatn difference depending on achievement levels. However, on academic self-concept, lower leveled group kept statistically higher than that of lower leveled group. Especially, academic self-concept in science showed significant difference depending on achievement levels. However, on academic self-concept, lower leveled group kept statistically higher score than higher leveled group. The results of personal interview revealed that perceived evaluation and advice of signifiacant others also affected much on academic self-concept. Third, a significant positive relationship was found between academic self-concept in science and science-related cognitive achievement and science-related affective achievement. Academic self-concept in science and academic self-concept showed negative relationship that is statistically significant. Science-related cognitive achievment and scince-related affetive achievemnet had no statistically significant relationship. Only of the science-related cognititve achievement and science-related affetive achievement, awareness category recorede statistically significant corrlation. The of personal interview with students revealed that evaluation of teachers on their school had a large impact on the students' academic self-concept.