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과학태도 검사의 타당화: 과학영재학생과 일반학생의 비교

Validating a Scientific Attitudes Scale, Focusing on Comparing Scientifically Gifted and Regular Students

조현철
한국영재교육학회 (The Korean Society for Gifted and Talented)|2023.03|영재와 영재교육 (The Journal of the Korean Society for Gifted and Talented)|제22권 제1호|pp. 83-106|DOI 10.17839/jksgt.2023.22.1.83

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참고문헌

키워드

과학영재학생과학태도the scientifically giftedTORSA(과학 관련 태도 검사)TOSRA: Test of Science-Related Attitudes

초록

본 연구는 청소년 학생들을 대상으로 과학태도의 본질을 규명하는 목적으로, 측정척도를 개발 및 검증하여 과학영재학생과 일반학생의 과학태도를 비교하였다. 이를 위해 먼저, 과학태도를 과학에 대한 인지적, 정서적, 행동적 영역에서 나타나는 과학에 대한 접근지향성과 과학적 활동을 위한 준비성향으로 정의하는 개념적 틀이 제시되었다. 이 정의를 바탕으로 하고, 과학 관련 태도 검사(Test of Science-Related Attitudes, Fraser, 1981)을 수정하는 방식으로 과학태도 설문지를 개발하여, 초등 6학년과 중 1, 2학년의 일반 학생 202명과 과학영재 학생 128명에게 실시하였다. 이 표집의 데이터에 대한 일련의 탐색적 및 확인적 요인 분석을 통해, "과학가치 수용", "과학자삶 정상성 인식", "사물의 본질 설명", "열린 사고", "과학활동 즐거움", "과학적 호기심", "과학활동 자신감", "과학활동 유지", "과학커리어 활동 의지" 등 과학태도 요인을 확인하였다. 또한 이 검사에서 과학영재학생들은 모든 하위 척도에서 일반 학생들에 비해 더 긍정적인 과학태도를 보였고, 그 중 정서적 영역의 태도 요인들에서 가장 큰 차이가 나타났다. 이러한 차이는 제시된 과학태도 척도의 변별 타당성을 시사하였다. 후속연구를 통해 9가지 과학태도 변인들 간의 관계를 검증하여, 각 요인이 인지적, 정서적 및 행동적 영역에 해당하는 과학에 대한 접근지향성 및 준비성성향이라는 개념적 틀에 적합한 것인지를 확인하기 위한 추가적인 노력이 필요하다.

Abstract

With the aim of identifying the nature of Korean junior students' scientific attitudes, this study developed and validated a measurement scale, and compared scientific attitudes between the scientifically gifted and the regular students. A conceptual framework was presented, in which scientific attitudes were defined by cognitive, emotional and behavioral approach-orientedness for science and dispositions of being ready for scientific activities. As a modified version of Test of Science-Related Attitudes(Fraser, 1981) based on this definition, a scientific attitudes questionnaire was developed, and administered to the 202 regular and 128 scientifically gifted 6th to 8th grade students. A series of exploratory and confirmatory factor analyses of the data from this sample have shown that the students' scientific attitudes can be understood as a multidimensional system of 9 factors called "accepting scientific values", "realizing the normal life of the scientist", "being engaged in investigating the nature of things", "critical thinking disposition", "feeling delighted in scientific activities", "scientific curiosity", "scientific self-confidence", "being interested in scientific activities", and "pursuing scientific career". Gifted students showed more positive scientific attitudes in all of the sub scales, among which emotional attitudes made the biggest difference. These differences added the psychometric validity of the scientific attitudes s cale presented, but additional efforts need to be made for validating the relations among the 9 scientific attitude variables to see if they fit the framework of the cognitive, emotional and behavioral approach-orientedness and readiness dispositions for science.

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