Journal of Korean Elementary Science Education (한국초등과학교육학회지:초등과학교육)

The Korean Elementary Science Education Society (한국초등과학교육학회)
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The Effect of Situational Interest on Individual Interest in Optical Illusion Classes: The Mediating Effect of Maintain Situational Interest

착시 현상 수업에서 상황적 흥미가 개인적 흥미에 미치는 영향 - 유지된 상황적 흥미의 매개효과 -

  • Received : 2024.09.03
  • Accepted : 2024.10.13
  • Published : 2024.10.31
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Abstract

This study investigated the mediating effect of maintained situational interest on the relationship between situational interest and individual interest among elementary school students during optical illusion classes. The subjects of this study were 67 fifth-grade students (27 boys and 40 girls) from an elementary school in a metropolitan city. Four optical illusion classes were conducted at four-day intervals. Immediately after each class, the students' triggered situational interest levels, maintained situational interest levels, and emerging individual interest levels were assessed and analyzed. The analysis indicated that all nine interest variables measured across three of the classes showed positive and significant correlations. In addition, at the same time point, triggered situational interest directly affected the development of maintained situational interest and emerging individual interest, or indirectly affected the development of emerging individual interest through maintained situational interest as a mediator. In particular, in every class, triggered and maintained situational interest influenced emerging individual interest. However, triggered situational interest exhibited a greater influence on the development of individual interest compared to maintained situational interest. Based on exploring the relationship between phases of interest development as a key factor in learning motivation, implications for science education were discussed.

본 연구에서는 착시 현상 수업에서 촉발된 초등학생들의 상황적 흥미가 개인적 흥미로 발달하는 과정에서 유지된 상황적 흥미의 매개효과를 검증하였다. 광역시에 소재한 초등학교 5학년 학생 67명(남학생 27명, 여학생 40명)을 대상으로 4일 간격으로 실시된 4차시의 착시 현상 수업을 실시하였으며, 매 수업 직후마다 학생들의 촉발된 상황적 흥미, 유지된 상황적 흥미, 출현하는 개인적 흥미 수준을 측정하여 분석하였다. 분석 결과, 세 차시에 걸쳐 측정한 9개의 흥미 변수들 모두 서로 간 정적으로 유의한 상관관계를 보였으며, 동일한 시점에서 촉발된 상황적 흥미는 유지된 상황적 흥미와 출현하는 개인적 흥미 발달에 직접적인 영향을 주거나 유지된 상황적 흥미를 매개로 하여 간접적인 영향을 주었다. 특히 각 차시마다 촉발된 상황적 흥미와 유지된 상황적 흥미 모두 출현하는 개인적 흥미에 영향을 주었지만 촉발된 상황적 흥미가 유지된 상황적 흥미보다 개인적 흥미 발달에 더 큰 영향을 주는 것으로 나타났다. 학습 동기의 핵심 요인으로서 흥미 발달의 여러 단계 간의 관계를 탐구한 결과를 바탕으로 과학 교육에 대한 시사점을 논의하였다.

Keywords

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