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과학고 졸업생들의 과학 창의적 생산성: 가정의 심리적 환경, 학교수업 환경, 지적 능력, 과학태도 및 학업성취와의 관계

Creative Productivity in Science of Science High School Graduates: Predictive Relationship with Family Processes, Classroom Quality, Intelligence, Science Attitudes, and Academic Achievement

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주제분류교육학

초록

본 연구에서는 과학고 졸업생들을 대상으로 가정의 심리적 환경, 학교수업 환경, 지적 능력, 과학태도 및 학업성취가 창의적 생산성에 미치는 영향을 탐색하고자 하였다. 이를 위해 변인들 간 구조적 관계를 설정하여 연구모형의 적합도를 검증하였으며, 창의적 생산성에 대한 직․간접효과와 총효과를 검증하였다. 본 연구대상은 전국 소재 과학고등학교를 졸업한 성인 총 442명이었다. 이들의 연령범위는 만 21세~42.83세 이었으며, 성별로는 남자가 376명(85.07%), 여자가 66명(14.93%)이었다. 본 연구결과, 가정의 심리적 환경과 학교수업 환경은 지적능력, 과학태도 및 학업성취를 거쳐 창의적 생산성에 긍정적인 영향을 끼치는 것으로 나타났다. 또한, 학교수업 환경은 과학태도와 학업성취를 거치는 경로와 학업성취를 직접적으로 거치는 경로를 통해 창의적 생산성에 긍정적인 영향을 끼치기도 하는 것으로 나타났다. 이와 아울러, 창의적 생산성에 미치는 총효과는 학업성취, 학교수업 환경, 과학태도, 지적 능력, 가정의 심리적 환경 순으로 나타났으며, 간접효과는 학교수업 환경, 과학태도, 지적 능력 및 가정의 심리적 환경 순으로 나타났다. 즉, 과학고 졸업생들이 성인이 되어 창의적 생산성을 발휘하는데 있어 특히 학교 수업환경의 중요성이 입증되었다고 할 수 있다. 즉, 본 연구결과는 과학고등학교의 학교수업이 선택 폭이 넓고, 도전적이고, 흥미롭고, 의미를 찾을 수 있게 될수록 학생들의 과학 학습 동기와 학업성취가 높아져서, 성인기의 창의적 생산성도 높아지게 된다는 점을 시사한다.

Abstract

This study was to infer the magnitude and direction of relationships among correlated multiple variables including family processes, classroom quality, intelligence, science attitude, and academic achievement to predict creative productivity of science high school graduates. Structural equation modelling analyses were conducted to examine the fitness of hypothesized model and direct, indirect, and total effects of variables. Data were collected from 442 South Korean science high schools aged from 21 to 42.83 and majority of male (N=376) graduates. Family processes and classroom quality showed positive effects for creative productivity through intelligence, science attitudes and academic achievement. Classroom quality directly affected creative productivity and indirectly affected creative productivity through science attitude and academic achievement. Total effects on creative productivity was manifested the most by academic achievement, then classroom quality, science attitudes, intelligence and the least by family processes. The results imply that it is essential for science high school students to experience challenges, choices, interest, and meaning in their learning classes. To study the model with general education high school graduates is warranted.

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