초등 과학 교수학습 활동 유형에 대한 초등학생들의 감성 상태
Emotional States of Elementary School Students toward the Types of Activities in Science Teaching and Learning
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Abstract
To investigate the relationship between emotional states of elementary school students and learning science, the emotional aspects of activities involved in learning science were analyzed. 77 sixth graders' perceptions on various activities performed in science instruction were discerned through a questionnaire. The emotional states perceived by the students were divided into two categories of the positive and negative ones. The students' responses were analyzed in terms of the content, the teaching and learning methods, and the reasons why they perceived those aspects as positive or negative. Major results are as follows. First, for the reasons why they perceived the science learning experience as positive, the factors associated with Processes of Learning appeared as most prominent, whereas the factors related to Learning Materials were most prominently perceived as negative. Second, for the characteristic ways of learning science in both emotional states, it was shown that Experimentation was a typical method which provided students the joyfulness of physical activities and encouraged curiosity. The learning method which most frequently perceived as negative was Observation. Finally, the students suggested Experimentation as most preferred activity, while activity of Constructing Report as most not-preferred one. In general, the learning activities to be performed alone, and felt as static, routine, or meaningless to students were all contributed to the negative emotional states of the learners. These results have fundamental implications for the development of emotionally desirable science learning environments and for the design of further research on learning.
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