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과학 교육에서 정서 연구의 역사와 최근 동향에 관한 고찰

A Review of the History of and Recent Trends on Emotion Research in Science Education

한문현|오필석
한국과학교육학회 (The Korean Association for Science Education)|2021.04|한국과학교육학회지 (Journal of the Korean Association for Science Education)|제41권 제2호|pp. 103-114

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참고문헌

키워드

정서태도AttitudeEmotion정의적 영역Affective domain과학적 실천인식적 정서Scientific practiceEpistemic emotion
주제분류교육학

초록

본 연구의 목적은 과학 교육에서 정서 연구의 역사를 살펴보고 최근 연구 동향을 탐색하여 발전 방향을 모색하는 것이었다. 이를 위하여 관련 문헌들에 대해 고찰하고 그 내용을 연구 문제에 따라 정리하였다. 그 결과, 과학 교육에서 정서 연구는 여러 가지 개념이혼재된 상태에서 출발하여 과학적 태도와 과학에 대한 태도가 구분되 면서 좀 더 체계적인 면모를 갖추게 되었고, 이후 과학 학습에 관련된긍정적 정서 및 부정적 정서에 관한 연구로 이어져 왔음을 알 수 있었다. 하지만 인지와 정서 사이에는 복잡한 관계가 있으며, 정서를 과학 학습에 영향을 미치는 외부적인 요인으로만 취급하는 이분법적인 시도에 제한점이 있음을 확인할 수 있었다. 이와는 달리 최근 인식적 정서에 관한 연구는 과학적 실천에 정서가 동반되고 인지와 정서가 서로 영향을 주고받으며 통합되어 있다는 새로운 관점을 제공하고 있었다. 따라서 과학적 실천을 통해 과학을 공부하는 학생들이 경험하는 다양한 정서를 이해하고 부정적인 정서까지도 교육적으로 적절히 대응하기 위한 연구가 필요함을 논의하였다.

Abstract

The purpose of this study is to investigate the history of and recent trends in science education research on emotion and explore the direction of future development. A comprehensive review of literature was conducted, and the results were organized according to research questions. Science education research on emotion began in the state of confusion because a number of concepts coexisted and overlapped in the concept of affect. More systematic approaches were then used when science-related attitudes were divided into the two categories of scientific attitudes and attitudes toward science. The research continued to study on positive and negative emotions relevant to science learning. However, the complex relationship between cognition and emotion and the limitation of the dichotomy dealing with emotions as external factors influencing student learning were revealed. By contrast, the recent research on epistemic emotions were based on the new perspective that scientific practices are accompanied with emotions and that cognition and emotion are integrated into the practices, influencing each other. Therefore, research should be carried out in ways that can help science educators understand a variety of emotions emerging in learning science through scientific practices and respond appropriately to even negative emotions of students.

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