동물 및 식물에 대한 초등학생들의 정서 분석
Analysis of Elementary School Students' Emotions to Animals and Plants
0
조회
0
다운로드
9
인용
0
참고문헌
키워드
초록
Children have various emotions to organisms. The emotion is closely related to children's attitude toward the organisms, and can affect their interest in learning and their behavior for species conservation. The purpose of this study is to investigate elementary school students' emotion to animals and plants, and to analyze why the emotions to the organisms are raised. The investigated organisms include dogs, cats, monkeys, polar bears, fireflies, tigers, jellyfishes, cockroaches, mosquitoes among animals, and hibiscus, forsythia, cosmos, pasqueflower, grass, cactus, pitcher plant, Spanish needles among plants. The results of the study are as follows: Elementary students showed more emotion-related words for animals than for plants. The positive emotions were expressed strongly in companion animals, primates, large mammals, and appealing insects like fireflies, and seemed to be aroused by their charm in the appearance and behavior. In contrast, the positive emotions observed in the plants were aroused by various reasons categorized into their appeal, direct experiences, and students' knowledge. Although the negative emotions was triggered by nuisance experiences with animals like mosquitoes, students' knowledge about ecological properties of animals including jellyfishes and cockroaches, and plants including cactus, Spanish needles, and pitcher plants mostly caused the negative emotions. The evocative emotions were primarily observed in monkeys, polar bears, fireflies, pasqueflower, pitcher plant, and Spanish needles, and based on their unusual ecological characteristics and students' imagery on the organisms.
Abstract
Children have various emotions to organisms. The emotion is closely related to children's attitude toward the organisms, and can affect their interest in learning and their behavior for species conservation. The purpose of this study is to investigate elementary school students' emotion to animals and plants, and to analyze why the emotions to the organisms are raised. The investigated organisms include dogs, cats, monkeys, polar bears, fireflies, tigers, jellyfishes, cockroaches, mosquitoes among animals, and hibiscus, forsythia, cosmos, pasqueflower, grass, cactus, pitcher plant, Spanish needles among plants. The results of the study are as follows: Elementary students showed more emotion-related words for animals than for plants. The positive emotions were expressed strongly in companion animals, primates, large mammals, and appealing insects like fireflies, and seemed to be aroused by their charm in the appearance and behavior. In contrast, the positive emotions observed in the plants were aroused by various reasons categorized into their appeal, direct experiences, and students' knowledge. Although the negative emotions was triggered by nuisance experiences with animals like mosquitoes, students' knowledge about ecological properties of animals including jellyfishes and cockroaches, and plants including cactus, Spanish needles, and pitcher plants mostly caused the negative emotions. The evocative emotions were primarily observed in monkeys, polar bears, fireflies, pasqueflower, pitcher plant, and Spanish needles, and based on their unusual ecological characteristics and students' imagery on the organisms.
참고문헌 (42)
- 권용주, "귀추적 과학지식의 생성에서 나타나는 감성의 유형", 생물교육, 32(3), pp.204~212 (2004), 한국생물교육학회
- 김경희, "한국 아동의 정서에 관한 심리학적 연구", 한국심리학회지 : 발달, 10(1), pp.43~56 (1997)
- 김동렬, "초등 예비교사들의‘늑대’에 대한 인식 분석", 환경교육, 25(3), pp.302~316 (2012), 한국환경교육학회
- 김동현, "초등학생의 과학 학습 정서 분석", 한국과학교육학회지, 33(2), pp.444~465 (2013), 한국과학교육학회
- 김흥태, "초등학생들의 감성 및 정서에 따른 생물 연상관계 분석", 투고준비 중, ~ (2016)
- 김흥태, "구조 방정식 모형을 활용한 자연에 대한 경험, 생물에 대한 흥미, 환경 감수성 간의 관계 분석", 생물교육, 42(1), pp.79~94 (2014), 한국생물교육학회[DOI]
- 마상진, "초등학생의 애완동물에 대한 태도 연구", 한국실과교육학회지, 17(3) (2004), 한국실과교육학회
- 신동훈, "생물학 가설 생성에서 나타나는 과학적 감성의 생성 과정 설명을 위한 신경 인지적 모형 개발", 생물교육, 34(2), pp.232~245 (2006), 한국생물교육학회
- 이준웅, "정서 단어 분류를 통한 정서의 구성 차원 및 위계적 범주에 관한 연구", 한국언론학보, 52(1), pp.85~116 (2008), 한국언론학회
- 이지선, "세균과 바이러스에 대한 학생들의 감성", 생물교육, 36(3), pp.302~313 (2008), 한국생물교육학회
- 전민정, "초등학생들의 생물에 대한 흥미의 특성 및 경험과의 관계", 생물교육, 40(1), pp.1~14 (2012), 한국생물교육학회
- Ben-Ze'ev, A., "The Subtlety of Emotions" (2001), MIT Press
- Breuer, G. B., "The importance of being colorful and able to fly : Interpretation and implications of children's statements on selected insects and other invertebrates", International Journal of Science Education, 37(16), pp.2664~2687 (2015)
- Driscoll, J. W., "Attitudes toward animals : Species ratings", Society and Animals, 3(2), pp.139~150 (1995)
- de Pinho, J. R., "Influence of aesthetic appreciation of wildlife species on attitudes towards their conservation in Kenyan agropastoralist communities", PloS One, 9(2), pp.e88842~ (2014)
- Eagles, P. F., "An analysis of children's attitudes toward animals", The Journal of Environmental Education, 21(3), pp.41~44 (1990)
- Estes, J. A., "Predators and ecosystem management", Wildlife Society Bulletin, 24, pp.390~396 (1996)
- Fazio, L. K., "Older, not younger, children learn more false facts from stories", Cognition, 106(2), pp.1081~1089 (2008)
- Fix, P. J., "Assessing public acceptance of wildlife management trade-offs : A case study of elk and vegetation management in Rocky Mountain National Park, Colorado", Human Dimensions of Wildlife, 15(6), pp.405~417 (2010)
- Jacobs, M. H., "Why do we like or dislike animals?", Human Dimensions of Wildlife, 14(1), pp.1~11 (2009)
- Jacobs, M. H., "More than fear : Role of emotions in acceptability of lethal control of wolves", European Journal of Wildlife Research, 60(4), pp.589~598 (2014)
- Kagan, J., "정서란 무엇인가?" (2009), 아카넷
- Kalat, J. W., "Emotion" (2007), Thomson
- Learning, "정서심리학" (2007), 시그마프레스
- Kellert, S. R., "Public perceptions of predators, particularly the wolf and coyote", Biological Conservation, 31, pp.167~189 (1985)
- Kellert, S. R., "The Biophilia Hypothesis", pp.42~69 (1993), Island Press
- Kellert, S. R., "Values and perceptions of invertebrates", Conservation Biology, 7(4), pp.845~855 (1993)
- Lazarus, R. S., "Emotion and Adaptation" (1991), Oxford University Press
- Malone, K., "School grounds as sites for learning : Making the most of environmental opportunities", Environmental Education Research, 9(3), pp.283~303 (2003)
- McLaren, B. E., "Wolves, moose, and tree rings on Isle Royale", Science, 266(5190), pp.1555~1558 (1994)
- Morgan, J. M., "Predicting effectiveness of wildlife education programs : A study of students'attitudes and knowledge toward snakes", Wildlife Society Bulletin, 17(4), pp.501~509 (1989)
- Plutchik, R., "A psychoevolutionary theory of emotions", Social Science Information, 21(4), pp.529~553 (1982)
- Prokop, P., "Disgusting animals : Primary school children’s attitudes and myths of bats and spiders. Eurasia Journal of Mathematics", Science &Technology Education, 4(2), pp.87~97 (2008)
- Prokop, P., "Vampires are still alive : Slovakian students' attitudes toward bats", Anthrozoös, 22(1), pp.19~30 (2009)
- Prokop, P., "Good predators in bad stories : Cross-cultural comparison of children’s attitudes toward wolves", Journal of Baltic Science Education, 10(4), pp.229~242 (2011)
- Prokop, P., "Fear, disgust and perceived danger of invertebrates in schooling children from Slovakia and Turkey : Implications for biology education", H. U. Journal of Education, 40, pp.344~352 (2011)
- Ripple, W. J., "Trophic cascades in Yellowstone : The first 15years after wolf reintroduction", Biological Conservation, 145(1), pp.205~213 (2012)
- Ripple, W. J., "Historic aspen recruitment, elk, and wolves in northern Yellowstone National Park, USA", Biological Conservation, 95(3), pp.361~370 (2000)
- Šorgo, A, "Emotions expressed toward genetically modified organisms among secondary school students and preservice teachers", Journal of Baltic Science Education, 10(1), pp.53~64 (2011)
- Teel, T. L., "Understanding the diversity of public interests in wildlife conservation", Conservation Biology, 24(1), pp.128~139 (2010)
- Tomažič, I., "Seventh graders’ direct experience with, and feelings toward, amphibians and some other nonhuman animals", Society & Animals, 19(3), pp.225~247 (2011)
- Torkar, G., "Pre-service teachers' fear of snakes, conservation attitudes, and likelihood of incorporating animals into the future science curriculum", Journal of Baltic Science Education, 14(3), pp.401~410 (2015)