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과학 학습에서 유발되는 과학상태호기심 및 과학상태불안 수준에 따른 학습효과

Learning Effects According to the Level of Science State Curiosity and Science State Anxiety Evoked in Science Learning

김지나|강지훈
한국과학교육학회 (The Korean Association for Science Education)|2021.06|한국과학교육학회지 (Journal of the Korean Association for Science Education)|제41권 제3호|pp. 221-235

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learning effect학습효과과학상태호기심science state curiosity과학상태불안science state anxiety
주제분류교육학

초록

본 연구는 초등학교 5∼6 학년 학생을 대상으로 과학 학습 상황에서 과학상태호기심(Science State Curiosity; SSC) 및 과학상태불안(Science State Anxeity; SSA) 수준에 따른 학습효과를 구명하는데목적이 있다. 이를 위해 과학 학습을 과학 문제 대면(Ⅰ), 결과 확인(Ⅱ), 과학 개념 학습(Ⅲ)의 세 가지 상황으로 구분하여 각 학습 상황에서 SSC 및 SSA를 측정하여 분석하였다. SSC 및 SSA가 학습효과에미치는 순 영향을 파악하기 위해 학습효과에 영향을 줄 것으로 예상되는 과학호기심, 인지욕구, 과학자아개념, 과학불안, 흥미를 통제하였다. 과학 문제 대면 상황에서의 SSC 및 SSA를 ‘SSCⅠ’ 및 ‘SSAⅠ’으로, 결과 확인 상황에서의 SSC 및 SSA를 ‘SSCⅡ’ 및 ‘SSAⅡ’로,과학 개념 학습 상황에서의 SSC 및 SSA를 ‘SSCⅢ’ 및 ‘SSAⅢ’로정의하였다. 그리고 학습효과를 직후학습효과와 지연학습효과로 구분하여 사전검사 점수에 비하여 직후검사 또는 지연검사 점수가 향상된 정도를 산출하여 분석하였다. 분석결과, 직후학습효과는 SSCⅠ⋅SSCⅡ가 높을수록, SSAⅠ⋅SSAⅡ⋅SSAⅢ가 낮을수록 높았으며,지연학습효과는 SSCⅠ⋅SSCⅡ가 높을수록, SSAⅢ가 낮을수록 높았다. SSC가 SSA보다 학습효과에 미치는 영향이 컸으며, 직후학습효과에는 SSCⅡ가, 지연학습효과에는 SSCⅠ이 가장 많은 영향을 미쳤다. 또한 SSCⅢ가 높을수록 추가적인 자발적 학습을 하는 경향이나타났다. 본 연구의 결과는 과학 학습에서 학생의 정서적 상태에대한 이해의 폭을 넓히고, 상태호기심 및 상태불안 연구에 대한 이론적 토대를 마련할 것으로 기대된다.

Abstract

The purpose of this study is to investigate the learning effects according to the level of Science StateCuriosity (SSC) and Science State Anxiety (SSA) in science learning situation for 5th∼6th gradeelementary school students. To achieve this purpose, we measured and analyzed SSC and SSA in eachlearning situation by dividing science learning into three situations: Confronting scientific task (I),Checking the results (II), and Learning science concepts (III). In order to identify the net effects ofSSC and SSA on learning effects, science curiosity, need for cognition, science self-concept, scienceanxiety, and interest, which were expected to affect the learning effects, were controlled. SSC and SSAin the situation of confronting scientific tasks were defined as ‘SSCⅠ’ and ‘SSAⅠ,’ SSC and SSAin the situation of checking the results were defined as ‘SSCⅡ’ and ‘SSAⅡ,’ and SSC and SSA inthe situation of learning science concepts were defined as ‘SSCⅢ’ and ‘SSAⅢ.’ In addition, the learningeffects were divided into post-learning effect and delayed post-learning effect, and the degree ofimprovements in the post- or delayed post-test scores compared to the pre-test score were calculatedand analyzed. As a result of the analysis, SSCⅠ⋅SSCⅡ had a positive effect on the post- and thedelayed post-learning effect, but SSAⅢ had a negative effect on the post- and delayed post-learningeffect, SSAⅠ⋅SSAⅡ had a negative effect on the post-learning effect. SSC had a greater effect onlearning effects than SSA, and SSCⅡ had the most influence on the post-learning effect and SSCⅠhad the most influence on the delayed post-learning effect. As SSCⅢ increased, there was a tendencyto do additional voluntary learning. The results of this study are expected to broaden the understandingof students’ emotional states in science learning and provide a theoretical foundation for studies of statecuriosity and state anxiety

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