고등학생의 인식론적 신념, 메타인지 및 과학 탐구 능력과 과학 학업성취도의 구조적 관계 분석
Structural Relationships Among the Epistemological Beliefs, Metacognition, Science Inquiry Skills, and Science Achievement of High School Students
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고등학생의 인식론적 신념, 메타인지 및 과학 탐구 능력은 과학학업성취도에 직접적인 영향을 미쳤다. 또한 인식론적 신념은 과학탐구 능력과 메타인지를 통해 과학 학업성취도에 간접적인 영향을 미쳤으며, 메타인지는 과학 탐구 능력을 통해 과학 학업성취도에 간접적인 영향을 미치는 것으로 나타났다. 과학 학업성취도에 미치는 직접적인 영향력은 과학 탐구 능력이 가장 컸고, 간접적인 영향력은 인식론적신념이 가장 크게 나타났다. 그러므로 학교 과학 교육에서 고등학생의과학 학업성취도를 높이기 위해서는 과학 탐구 능력이 우선적으로 고려되어야 하고, 학업성취도와 과학 탐구 능력에 직·간접적인 영향을미치는 인식론적 신념과 메타인지에 대해서도 더 많은 관심을 가질필요가 있다. 그리고 인식론적 신념과 메타인지 및 과학 탐구 능력을종합적으로 고려한 다양한 교육 프로그램의 개발과 교수·학습 방법을개발해야 할 것이다.
Abstract
In the study, epistemological beliefs, metacognition, and scientific inquiry skills all directly affected the science academic achievement levels of high school students. Also, epistemological beliefs indirectly affected science academic achievement mediated by scientific inquiry skills and metacognition, while metacognition had an indirect effect on science academic achievement level mediated by scientific inquiry skills. We found that scientific inquiry skills had the biggest direct effect, while epistemological beliefs showed the most robust indirect effect on academic achievement level. Thus, we argue that students’ scientific inquiry skills should be nurtured for the advancement of their academic achievement. In addition, more careful scholarly attention must be given to both epistemological beliefs and metacognition, which directly and indirectly affected academic achievement level. We believe that epistemological beliefs, metacognition, and scientific inquiry skills should all be considered in an integrative manner when developing educational programs and strategies.
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