초등 과학 수업에서 꽃 주제에 대한 학생의 흥미 변화 양상
Patterns of Changes in Elementary School Students' Interests in Topic of Flower in Science Instruction
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The promotion of interest and curiosity towards objects and phenomena of nature is one of the most important goals of science education. However, as the students' advance in grade levels their interests in science seem to decline and studies on this matter are mostly too deductive and broad. This study used a mixed methodology to investigate the patterns of changes in the students' interest in a science topic of Flowers. The students' interests in Flowers changed both in quantity and quality after science class. Students' interests during and after science class were enhanced especially if the curriculum and the students' prior interests were matched. It has been observed that students with similar changing patterns of interest have similar personality types measured by Enneagram, a psychological test. Also, a common factor in two groups was that, if the students were personally participating in learning activities, the students felt strongly interested, triggering a continuous interest throughout the class, which involved both situational and individual interests. In conclusion, factors that affect students' interest do not act independently, but they interact each other, while having different impacts on individuals. Therefore, in order to enhance the students' interest during class, the teacher must try to minimize the external factors that may have negative effects on building interest, and to provide a flexible and appropriate learning environment based on understanding of the students' reaction patterns or individual characteristics during class.
Abstract
The promotion of interest and curiosity towards objects and phenomena of nature is one of the most important goals of science education. However, as the students' advance in grade levels their interests in science seem to decline and studies on this matter are mostly too deductive and broad. This study used a mixed methodology to investigate the patterns of changes in the students' interest in a science topic of Flowers. The students' interests in Flowers changed both in quantity and quality after science class. Students' interests during and after science class were enhanced especially if the curriculum and the students' prior interests were matched. It has been observed that students with similar changing patterns of interest have similar personality types measured by Enneagram, a psychological test. Also, a common factor in two groups was that, if the students were personally participating in learning activities, the students felt strongly interested, triggering a continuous interest throughout the class, which involved both situational and individual interests. In conclusion, factors that affect students' interest do not act independently, but they interact each other, while having different impacts on individuals. Therefore, in order to enhance the students' interest during class, the teacher must try to minimize the external factors that may have negative effects on building interest, and to provide a flexible and appropriate learning environment based on understanding of the students' reaction patterns or individual characteristics during class.
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