초등학교 학생이 지각한 감성 상태와 과학 학습 경험에 대한 기억의 관계

Abstract

To investigate the relationship between emotional states of children and science learning, we analyzed the memories of school science experiences with regard to the children's emotional states. Seventy seven sixth graders' memories on the science instruction which they have received were discerned through a questionaire and interviews. The emotional states of the children were divided into two, that is, the positive and negative states. The children's responses were analyzed with respect to the amount of memory on science learning experiences and the scientific and nonscientific concepts. The results are as follows. First, in the quantitative aspect, it was found that the amount of memory on science learning experiences perceived by the children as positive emotion were higher than those of perceived as negative one. Second, when the children experienced science learning activities in the positive emotional states, their memory on them were much more interrelated across contents, whereas in the negative emotional states their memory were fragmented. Finally, in the qualitative aspect, more scientific concepts were formed from the learning at the positive emotional states than those at the negative states. These findings provide a basis for understanding the roles of emotion in tehaching and learning science. The results also suggest the need for teachers to provide experiences and to create environments which encourage the positive emotional states of learners when teach science subjects.