본문 바로가기
KERD
논문KCI 등재

An Exploratory Study of Middle School Students' Motivation in Science: Comparing a STEM Education Program in Korea and the USA

이현동|이효녕|Max L. Longhurst|Michael K. Freeman
과학교육연구소 (Science Education Research Institute)|2019.04|과학교육연구지 (Journal of Science Education)|제43권 제1호|pp. 1-16|DOI 10.21796/jse.2019.43.1.1

1

조회

0

다운로드

1

인용

0

참고문헌

키워드

international comparisonSTEMScience Motivation Questionnairemotivation in scienceMESA program

초록

This exploratory study is aimed at exploring the validity of the Science Motivation Questionnaire (SMQ) developed for university students, to measure the science motivation of middle school students and analyze the differences on gender and country factors of SMQ. A total of 371 students participated in this study: 171 middle school students from the USA and 200 secondary students from Korea. All participants were enrolled in the STEM program and activities in Utah, USA (for US students) and at a Korean university institute for gifted and talented students (for Korean students). In this study, exploratory and confirmatory factor analyses and latent mean analysis were used to analyze the gender and country differences. The results indicated that the 25 items of SMQ scale were theoretically meaningful and valid for middle school students. The latent mean difference by gender indicated that male students have higher intrinsic motivation, career motivation, grade motivation, and self-determination than female students. Moreover, a significant difference exists in these factors between the two countries. Further findings reveal that Korean students scored higher than US students in terms of the aforementioned factors. This study will provide significant insights in and contribution to science motivation issues in STEM education and the development of design-based engineering programs.

Abstract

This exploratory study is aimed at exploring the validity of the Science Motivation Questionnaire (SMQ) developed for university students, to measure the science motivation of middle school students and analyze the differences on gender and country factors of SMQ. A total of 371 students participated in this study: 171 middle school students from the USA and 200 secondary students from Korea. All participants were enrolled in the STEM program and activities in Utah, USA (for US students) and at a Korean university institute for gifted and talented students (for Korean students). In this study, exploratory and confirmatory factor analyses and latent mean analysis were used to analyze the gender and country differences. The results indicated that the 25 items of SMQ scale were theoretically meaningful and valid for middle school students. The latent mean difference by gender indicated that male students have higher intrinsic motivation, career motivation, grade motivation, and self-determination than female students. Moreover, a significant difference exists in these factors between the two countries. Further findings reveal that Korean students scored higher than US students in terms of the aforementioned factors. This study will provide significant insights in and contribution to science motivation issues in STEM education and the development of design-based engineering programs.

참고문헌 (56)

  1. American Association for the Advancement of Science, "Atlas of science literacy I" (2001), Oxford University Press
  2. Oxford University Press, , 2007
  3. Becker, K., "Effects of integrative approaches among science, technology, engineering, and mathematics(STEM)subjects on students’", Journal of STEM education, 12(5, pp.6) (2011), 23~37
  4. Bentler, M., "Significance tests and goodness of fit in the analysis of covariance structures", Psychological Bulletin, 88, pp.588~606 (1980)
  5. Bentler, M., "Comparative fit indexes in structural models", Psychological Bulletin, 107, pp.238~246 (1990)
  6. Britner, S. L., "Motivation in high school science students : A comparison of gender differences in Life, Physical, and Earth Science classes", Journal of Research in Science Teaching, 45(8), pp.955~970 (2008)
  7. Browne, M., "Testing structural equation models" (1993), Sage
  8. Bryan, R., "Motivation, achievement, and advanced placement intent of high school students learning science", Science Education, 95, pp.1049~1065 (2011)
  9. Byrne, M., "A primer of LISREL:Basic applications and programming for confirmatory factor analytic models" (1989), Springer-Verlag
  10. Todd Campbell, "Student Motivation and Interests as Proxies for Forming STEM Identities", 한국과학교육학회지, 32(3), pp.532~540 (2012), 한국과학교육학회[DOI]
  11. Carmines, E., "Social measurement: Current issues" (1981), Sage
  12. 최은영, "학습자의 창의성 발현을 위한 미술과 중심 STEAM 프로그램의 효과성 분석", 미술교육연구논총, 48, pp.187~224 (2017), 한국초등미술교육학회[DOI]
  13. Glynn, S., "Nonscience majors learning science : A theoretical model of motivation", Journal of Research in Science Teaching, 44(8), pp.1088~1107 (2007)
  14. Glynn, S., "Science motivation questionnaire:Construct validation with nonscience majors", Journal of Research in Science Teaching, 46(1), pp.127~146 (2009)
  15. Glynn, S., "Science motivation questionnaire II : Validation with science majors and nonscience majors", Journal of Research in Science Teaching, 48(10), pp.1159~1176 (2011)
  16. 정현도, "중학교 자유학기제에 적합한 과학 탐구 중심의 융합인재교육 프로그램 개발 및 적용", 과학교육연구지, 41(3), pp.334~350 (2017), 과학교육연구소[DOI]
  17. 정재화, "융합인재교육(STEAM)의 정책과 실행 방향에 대한 국내외 전문가들의 인식", 과학교육연구지, 39(3), pp.358~375 (2015), 과학교육연구소[DOI]
  18. Kane, M. A., "Fostering success among traditionally underrepresented student groups : Hartnell College's approach to implementation of the Math, Engineering, and Science Achievement(Mesa)program", Community College Journal of Research and Practice, 28(1), pp.17~26 (2004)
  19. 강남화, "융합인재교육(STEAM) 프로그램이 학생에 미친 효과에 대한 메타분석", 한국과학교육학회지, 38(6), pp.875~883 (2018), 한국과학교육학회[DOI]
  20. 김정수, "증강현실 기반 과학과 STEAM 프로그램 활용 수업의 효과성 분석", 지적장애연구, 20(3), pp.151~175 (2018), 한국지적장애교육학회[DOI]
  21. Kline, B., "Principles and practice of structural equation modeling" (2005), The Guildford Press
  22. Korea Foundation for the Advancement of Science & Creativity, "Teacher training program for STEAM education", Korea Foundation for the Advancement of Science & Creativity, ~ (2012)
  23. 곽혜정, "융합인재교육(STEAM) 연구 동향 분석", 과학교육연구지, 40(1), pp.72~89 (2016), 과학교육연구소[DOI]
  24. 권혁수, "Motivation Issues in the Science, Technology, Engineering and Mathematics (STEM) Education: A Meta-Analytic Approach", 중등교육연구, 56(3), pp.125~147 (2008), 사범대학부속중등교육연구소[DOI]
  25. 권혁수, "Research Trends on the Integrative Efforts in Technology Education: Reviews of the Relevant Journals", 중등교육연구, 57(1), pp.245~274 (2009), 사범대학부속중등교육연구소[DOI]
  26. Science, Technology, Engineering, and Mathematics (STEM)Education: Background, federal policy, and legislative action, "Kuenzi, J. J.", Congressional Research Service, ~, pp.RL33434 (2008)
  27. 하민수, "과학 동기의 요인 구조 및 성별과 선호 계열별 과학 동기 차이 분석", 중등교육연구, 60(1), pp.1~20 (2012), 사범대학부속중등교육연구소[DOI]
  28. 하민수, "자연과학고등학교 학생들의 학년과 성별에 따른 과학 학습 동기 구조의 차이 분석", 중등교육연구, 60(2), pp.365~384 (2012), 사범대학부속중등교육연구소[DOI]
  29. 하민수, "일반고 학생들과의 비교 분석을 통한 자연과학고 학생들의 과학 동기 수준 및 구조 분석", 한국과학교육학회지, 32(5), pp.866~878 (2012), 한국과학교육학회
  30. International Technology Education, ".", 2003
  31. ITEA, "Technological literacy for all" (2005), ITEA
  32. 전재돈, "고등학생을 위한 시스템 사고 기반의 융합인재교육 프로그램 개발 및 적용 효과", 한국과학교육학회지, 35(6), pp.1007~1018 (2015), 한국과학교육학회[DOI]
  33. Lips D., "A new approach to improving Science, Technology, Engineering, and Math education", Backgrounder, 2259, pp.1~10 (2009)
  34. 이은혜, "디자인 씽킹 기반 STEAM 프로그램이 초등학생의 융합적 문제해결력과 수･과학 흥미도에 미치는 효과", 통합교육과정연구, 11(1), pp.143~162 (2017), 한국통합교육과정학회
  35. 이효녕, "공학적 설계와 과학 탐구 과정 기반의 STEM 교육 프로그램 개발 및 적용", 교원교육, 29(3), pp.301~326 (2013), 교육연구원
  36. Marsh, W., "In search of golden rules : Comment on hypothesis-testing approaches to setting cutoff values for fit indexes and dangers in overgeneralizing Hu and Bentler's(1999)findings", Structural Equation Modeling, 11(3), pp.320~341 (2004)
  37. "2011", ~
  38. Ministry of Education, Science and Technology, "Science Curriculum. Notification No.2011-361of the MEST", Ministry of Education, Science and Technology, ~ (2012)
  39. Ministry of Education, "the 2015 revised national curriculum", Ministry of Education, ~ (2015)
  40. Ministry of Education, "STEAM education", Ministry of Education, ~ (2016)
  41. National Academy of Engineering, "The engineer of 2020: Visions of engineering in the new century" (2004), National Academies Press
  42. National Academies Press, , 2005
  43. National Research Council, "A framework for K-12 science education:Practices, crosscutting concepts, and core Ideas" (2012), National Academy Press
  44. National Research Council, "Next generation science standards:For states, by states" (2013), National Academy Press
  45. National Council of Teachers of Mathematics, "Principles and standards for school mathematics", National Council of Teachers of Mathematics, ~ (2000)
  46. Organization for Economic Cooperation and Development, "PISA 2006Science Competencies for tomorrow's world. Volume 1: Analysis" (2007), Organization for Economic Cooperation and Development
  47. Organization for Economic Cooperation and Development, "PISA 2012results: What student know and can do – student performance in mathematics, reading and science (Volume Ⅰ)" (2014), Organization for Economic Cooperation and Development
  48. Packenham, E., "Helping students succeed in high school and on the postsecondary pathway : A report on the USU STARS! I GEAR UP program", Asia Pacific Journal of Educational Research, 1(1), pp.17~29 (2018)
  49. 박혜원, "융합인재교육(STEAM)을 적용한 과학수업이 자기효능감, 흥미 및 과학 태도에 미치는 영향", 생물교육, 40(1), pp.132~146 (2012), 한국생물교육학회[DOI]
  50. Sanders, M., "STEM, STEM Education, STEMmania", The Technology Teacher, pp.20~26 (2009)
  51. Mark Sanders, "Integrative STEM (Science, Technology, Engineering, and Mathematics) Education: Contemporary Trends and Issues", 중등교육연구, 59(3), pp.729~762 (2011), 사범대학부속중등교육연구소[DOI]
  52. 신문승, "초등학교 융합인재교육(STEAM) 프로그램의 효과 메타분석", 통합교육과정연구, 12(2), pp.47~66 (2018), 한국통합교육과정학회[DOI]
  53. 손미현, "나노 STEAM 프로그램의 적용이 자유학기제 학생들의 정의적 측면에 미치는 영향", 현장과학교육, 11(1), pp.77~89 (2017), 한국현장과학교육학회[DOI]
  54. 송경애, "소외계층 영재의 지능과 자아존중감, 수학적 태도 및 과학적 태도의 관계", 영재교육연구, 24(6), pp.1039~1051 (2014), 한국영재학회
  55. Williams, J., "STEM Education : Proceed with caution", Design and Technology Education, 16(1), pp.26~35 (2011)
  56. 유미현, "적정기술 주제의 STEAM 프로그램 개발 및 초등학생의 창의적 사고활동, 과학적 태도, 리더십에 미치는 영향", 과학교육연구지, 40(2), pp.144~165 (2016), 과학교육연구소[DOI]

관련 논문AI추천

다층모형 분석을 통한 중학생들의 인종에 따른STEM에 대한 인식, 과학 동기의 관계: 탐색적 연구박용준, 이현동, 이효녕뇌·AI기반교육연구소 · Brain, Digital, & Learning2025 · 제15권 제1호초등학생의 과학 경험과 과학 학습 동기에 대한 연구권치순, 이호연대한지구과학교육학회 · 대한지구과학교육학회지2013 · 제6권 제1호Motivation Issues in the Science, Technology, Engineering and Mathematics (STEM) Education: A Meta-Analytic Approach권혁수, 이효녕사범대학부속중등교육연구소 · 중등교육연구2008 · 제56권 제3호과학 관련 활동에 대한 초등학생의 선호 및 참여와 관련된 요인 탐색계영희, 김찬종, 김희백, 노태희, 양찬호, 유준희, 이경우, 조준모, 최승언한국초등과학교육학회 · 초등과학교육2014 · 제33권 제3호과학 동기의 요인 구조 및 성별과 선호 계열별 과학 동기 차이 분석이준기, 하민수사범대학부속중등교육연구소 · 중등교육연구2012 · 제60권 제1호Exploring the Exemplary STEAM Education in the U.S. as a Practical Educational Framework for Korea이효녕, Georgette Yakman한국과학교육학회 · 한국과학교육학회지2012 · 제32권 제6호

이 간행물의 다른 논문 (9건)

수학·정보 융합교육을 위한 코딩과 연계한 교수학습 자료 개발 연구신기철, 서보억pp. 17-422015 개정 과학과 교육과정에 따른 고등학교 생명과학Ⅱ 교과서의 탐구활동 유형 분석정수연, 장정호pp. 43-632015개정 교육과정의 통합과학 과목 편성･운영 실태 분석곽영순, 신영준pp. 64-78과학교육론 교재에서 나타나는 귀납, 연역, 가설연역, 귀추의 의미 혼선정용욱pp. 79-93과학교과 역량의 다면적 이해와 쟁점의 탐색: 일반 핵심역량과의 관계를 고려하여이경건, 홍훈기, 심한수, 박정우, 신명경, 이선경pp. 94-118
원문 보기