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초등학생들의 흥미와 호기심에 미치는 교사의 영향

The Effects of Teachers on Interest and Curiosity of Elementary Students

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미래교육원 (Institute for Future Education)|2023.02|초등교육연구|제38권 제1호|pp. 263-278|DOI 10.23279/eer.38.1.202302.263

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참고문헌

키워드

교사 의사소통 행동개인적 흥미흥미형 호기심결핍형 호기심Teacher Communication BehaviorIndividual InterestInterest-type CuriosityDeprivation-type Curiosity.

초록

본 연구는 교사 의사소통 행동이 초등학생의 과학에 대한 개인적 흥미, 흥미형 호기심, 결핍형 호기심에 미치는 영향을 규명하기 위한 것이다. 따라서 과학에 대한 개인적 흥미, 흥미형 호기심, 결핍형 호기심 대한 설문지를 통해 응답할 수 있는 정도를 고려하여 표집 대상을 초등학교 5, 6학년 학생으로 설정하여 444명의 설문지를 분석하였다. 변수들 간에 상관관계가 존재하는지를 파악하기 위해 상관분석을 실시하였다. 교사 의사소통 행동이 초등학생들의 개인적 흥미, 흥미형 호기심, 결핍형 호기심에 어떠한 영향력이 있는지를 알아보기 위해 중다회귀분석을 실시하였다. 본 연구 결과는 다음과 같다. 첫째, 초등학생들의 과학에 대한 개인적 흥미, 흥미형 호기심, 결핍형 호기심, 초등학생들이 인식한 교사 의사소통 행동 간의 상관계수를 살펴보면, 개인적 흥미와 흥미형 호기심 및 결핍형 호기심 간의 상관계수는 .86, .74, .78로 높은 상관관계가 있는 것으로 나타났다. 둘째, 격려와 칭찬, 이해와 친근감, 도전의 순으로 개인적 흥미에 영향을 미치고 있었다. 셋째, 격려와 칭찬, 도전적 질문의 순으로 흥미형 호기심 및 결핍형 호기심에 영향을 미치고 있었다.

Abstract

The purpose of this study is to investigate the effect of teacher communication behavior on elementary school students' personal interest in science, interest-type curiosity, and deprivation-type curiosity. Therefore, considering the degree of response through the questionnaire for personal interest, interest-type curiosity, and deprivation-type curiosity about science, the sample was set to 5th and 6th grade elementary school students, and 444 questionnaires were analyzed. Correlation analysis was conducted to determine whether there was a correlation between the variables. Multiple regression analysis was conducted to find out what effect teacher communication behavior has on elementary school students' personal interest, interest-type curiosity, and deprivation-type curiosity. The results of this study are as follows. First, looking at the correlation coefficients among elementary school students' personal interest in science, interest-type curiosity, deficiency-type curiosity, and teachers' communication behavior recognized by elementary school students, the correlation coefficients between personal interest, interest-type curiosity, and deficiency-type curiosity were .86, . 74, .78 showed a high correlation. Second, personal interest was affected in the order of encouragement and praise, understanding and familiarity, and challenge. Third, the order of encouragement, praise, and challenging questions had an effect on interest-type curiosity and deprivation-type curiosity.

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