대학에서의 과학 탐구 수업이 고등학교 과학 동아리 학생들의 과학에 대한 태도 및 학습 동기에 미치는 영향
The Effects of Science Inquiry Class in University on Attitudes toward Science and Motivation of Science Learning of High School Science Club Students
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초록
The purpose of this study was to examine the effects of the experience of science inquiry class in university on students’ attitudes toward science and motivation of science learning. The subjects were 22 high school science club students. In this study, four science inquiry programs were developed. This inquiry programs were characterized that students planned and executed their own inquiries, and discussions were highly encouraged in this process. The collection of research data was done through questionnaire surveys, video recording, and interviews about the experiences of inquiry lessons. The results of the study were as follows. The results showed that there was no significant difference in students’ attitudes toward science and motivation of science learning, but students replied that science experiment activity in the university provided various positive experience that could not be provided in high school. Initially, it was difficult for students to determine the problem of inquiry through the group discussions, to modify them, and to do the inquiry design on their own. During the course of several experiments, students replied that designing their own exploratory activity was hard but very meaningful. In addition, the science club students seemed to feel the tension, interest, and fun by conducting the experiment of the dissection that was not exposed to them in high school. The interviews showed that these experiences would have an influence on the discovery of their aptitudes and decisions in colleges and career.
Abstract
The purpose of this study was to examine the effects of the experience of science inquiry class in university on students’ attitudes toward science and motivation of science learning. The subjects were 22 high school science club students. In this study, four science inquiry programs were developed. This inquiry programs were characterized that students planned and executed their own inquiries, and discussions were highly encouraged in this process. The collection of research data was done through questionnaire surveys, video recording, and interviews about the experiences of inquiry lessons. The results of the study were as follows. The results showed that there was no significant difference in students’ attitudes toward science and motivation of science learning, but students replied that science experiment activity in the university provided various positive experience that could not be provided in high school. Initially, it was difficult for students to determine the problem of inquiry through the group discussions, to modify them, and to do the inquiry design on their own. During the course of several experiments, students replied that designing their own exploratory activity was hard but very meaningful. In addition, the science club students seemed to feel the tension, interest, and fun by conducting the experiment of the dissection that was not exposed to them in high school. The interviews showed that these experiences would have an influence on the discovery of their aptitudes and decisions in colleges and career.
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