• Title/Summary/Keyword: 과학상태호기심

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The Effects of Interest in Thermal Concepts and the Perceived Task Difficulty on Science State Curiosity (열 개념에 대한 흥미와 학생이 인식하는 과제난이도 수준이 과학상태호기심 유발에 미치는 영향)

  • Kang, Jihoon;Kim, Jina
    • Journal of Korean Elementary Science Education
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    • v.40 no.2
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    • pp.175-190
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    • 2021
  • The purpose of this study was to find out how interest in thermal concepts and the perceived difficulty affect the stimulation of science state curiosity. To achieve this purpose, 410 elementary school students in 5th to 6th grade were asked to measure interest in the content of the thermal concept tasks, the perceived difficulty and science state curiosity while solving the thermal concept tasks. 2 (low interest vs. high interest)×2 (easy vs. difficult) ANCOVA was conducted with the covariate of the student's level of science curiosity, which is expected to affect the stimulation of science state curiosity. As a result of the analysis, students with high interest in the contents of the task were showed high science state curiosity. Meanwhile, there was no difference in the level of science state curiosity according to the perceived difficulty. In addition, science state curiosity level of the students with low interest in the content of the task were high when they perceived the task as easy, but science state curiosity level of the students with high interest in the content of the task were high when they perceived the task as difficult. This study was meaningful in that it empirically verified that interest in the content of the tasks has an effect on the stimulation of science state curiosity, and that the effect of interest on the stimulation of science state curiosity varies according to the level of the perceived difficulty.

A Study on Learner Variables Influencing State Curiosity and State Anxiety in Confronting Scientific Task Situation (과학 문제 대면 상황에서 상태호기심 및 상태불안 유발에 영향을 미치는 학습자 변인에 대한 연구)

  • Kang, Jihoon;Kim, Jina
    • Journal of Korean Elementary Science Education
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    • v.40 no.3
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    • pp.343-365
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    • 2021
  • The purpose of this study was to clarify the effect of learner variables on triggering state curiosity and state anxiety in confronting scientific task situation for fifth to sixth grades of elementary school. Science curiosity, interest, need for cognition, science self-concept, science anxiety, prior knowledge, and perceived difficulty were selected as learner variables that are expected to affect state curiosity and state anxiety. As a result of this study, the variables that had a significant influence on evoking state curiosity in confronting scientific task situation were in the order of interest, need for cognition, science curiosity, and prior knowledge, and all of these variables had a positive effect. In addition, the variables that significantly affect on evoking state anxiety in confronting scientific task situation were in the order of science anxiety, perceived difficulty, need for cognition, science self-concept, and prior knowledge. Of these, only prior knowledge had a negative effect on evoking state anxiety, and the other variables had a positive effect. The results of this study are expected to broaden the comprehension of students' emotional states in science education, and provide a theoretical foundation for the studies of state curiosity and state anxiety in science learning.

The Development of Instruments for the Measuring Science State Curiosity and Anxiety in Science Learning (과학 상태호기심 및 과학 상태불안 측정도구 개발)

  • Kang, Jihoon;Yoo, Pyoungkil;Kim, Jina
    • Journal of The Korean Association For Science Education
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    • v.40 no.5
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    • pp.485-502
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    • 2020
  • The purpose of this study was to develop an instrument for the measuring students' state curiosity and anxiety by dividing science learning context into three stages: when confronting scientific task, checking the results, learning science concepts, and verify the validity and reliability of the measurement tools developed. For this purpose, based on the theoretical background of various prior studies, science state curiosity and science state anxiety were defined in three stages of the learning context, and preliminary items were developed according to these definitions. The preliminary items were developed with the same number and the basic framework for each stage to identify changes in state curiosity and anxiety. Some preliminary items were refined during the confirming face validity and content validity. As a result of the exploratory and confirmatory factor analysis, the measurement tool consisted of five items of state curiosity and five items of state anxiety (two factors, ten items) at each stage, and confirmed the construct validity of the measurement tool. The Cronbach alpha was 0.8 or higher for each factor or for all items. This measurement tool is meaningful in that it can measure the state curiosity and anxiety applicable in three stages of science learning context and identify the changes.

Changes in State Curiosity and State Anxiety in Science Learning Depending on Confronting Violation of Expectation (과학 학습에서 불일치 현상 대면 여부에 따른 상태호기심 및 상태불안의 변화)

  • Kang, Jihoon;Kim, Jina
    • Journal of Korean Elementary Science Education
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    • v.41 no.3
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    • pp.521-537
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    • 2022
  • State curiosity and state anxiety in the science learning have a great influence on academic performance and achievement. Since the levels of state curiosity and anxiety can change at any moment, it is essential to identify the levels of student's state curiosity and state anxiety throughout the course of science learning. Accordingly, we assessed the changes in state curiosity and anxiety levels sensed by 5th- and 6th-grade elementary school students depending on their exposure to the violation of expectation. To this end, we classified science learning into three situations: confronting a scientific task, checking the result, and learning science concepts. As a result, there was no significant difference in state curiosity level of the nVOE group who confronting the result consistent with their expectations in checking the result after confronting a scientific task, but the state curiosity level of the VOE group who facing violation of their expectation increased. In the VOE groups, there was no significant change in the state curiosity level of the VOE-R group who correctly inferred the reason for the result, but that of the VOE-FR group who could not correctly inferred increased. The state anxiety levels of the VOE and nVOE groups decreased after checking the result of the task. The state anxiety level also declined in the VOE-R group. In contrast, there was no significant change in state anxiety level of the VOE-FR group. In learning science concepts of the result after checking the result, the state curiosity of the VOE, nVOE, and VOE-FR group all faded. No significant change was observed in the state anxiety level of the nVOE group, whereas the VOE, VOE-R, and VOE-FR group presented a decreased state anxiety. This study discusses the educational implication of these findings and its outcomes are expected to broaden the understanding of emotional states of students in science learning.

Learning Effects According to the Level of Science State Curiosity and Science State Anxiety Evoked in Science Learning (과학 학습에서 유발되는 과학상태호기심 및 과학상태불안 수준에 따른 학습효과)

  • Kang, Jihoon;Kim, Jina
    • Journal of The Korean Association For Science Education
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    • v.41 no.3
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    • pp.221-235
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    • 2021
  • The purpose of this study is to investigate the learning effects according to the level of Science State Curiosity (SSC) and Science State Anxiety (SSA) in science learning situation for 5th~6th grade elementary school students. To achieve this purpose, we measured and analyzed SSC and SSA in each learning situation by dividing science learning into three situations: Confronting scientific task (I), Checking the results (II), and Learning science concepts (III). In order to identify the net effects of SSC and SSA on learning effects, science curiosity, need for cognition, science self-concept, science anxiety, and interest, which were expected to affect the learning effects, were controlled. SSC and SSA in the situation of confronting scientific tasks were defined as 'SSCI' and 'SSAI,' SSC and SSA in the situation of checking the results were defined as 'SSCII' and 'SSAII,' and SSC and SSA in the situation of learning science concepts were defined as 'SSCIII' and 'SSAIII.' In addition, the learning effects were divided into post-learning effect and delayed post-learning effect, and the degree of improvements in the post- or delayed post-test scores compared to the pre-test score were calculated and analyzed. As a result of the analysis, SSCI·SSCII had a positive effect on the post- and the delayed post-learning effect, but SSAIII had a negative effect on the post- and delayed post-learning effect, SSAI·SSAII had a negative effect on the post-learning effect. SSC had a greater effect on learning effects than SSA, and SSCII had the most influence on the post-learning effect and SSCI had the most influence on the delayed post-learning effect. As SSCIII increased, there was a tendency to do additional voluntary learning. The results of this study are expected to broaden the understanding of students' emotional states in science learning and provide a theoretical foundation for studies of state curiosity and state anxiety.

Analysis of the Relationship between Familiarity, Feeling of Knowing, State Curiosity, and State Anxiety of Elementary School Students in the Thermal Task Contexts (열과 관련된 문제 상황에서 초등학생들이 느끼는 친숙도, 인지에 대한 지각, 상태호기심, 상태불안의 관계 분석)

  • Kang, Jihoon;Kim, Jina
    • Journal of Korean Elementary Science Education
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    • v.39 no.3
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    • pp.433-448
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    • 2020
  • In this study, the tasks of thermal equilibrium and heat insulation concept were divided into scientific and everyday contexts to analyzed the level of familiarity, feeling of knowing, state curiosity, and state anxiety that students feel in task contexts and their relationship. The subjects of this study were One hundred nine students in sixth grade of elementary schools located in metropolitan cities. The results of this study were as follows. First, there was no difference in the level of feeling of knowing, state curiosity, and state anxiety in the task of scientific and everyday contexts. In the case of familiarity, there was no consistent tendency in the concept of thermal equilibrium and heat insulation. And the group who recognized the task context familiarly had higher feeling of knowing and lower state anxiety than the group who recognized the task context unfamiliarly. Second, familiarity and feeling of knowing showed high positive correlation, state anxiety and familiarity showed negative correlation, and state anxiety and feeling of knowing had also negative correlation. In addition, familiarity had a negative effect on state anxiety, and FOK had a positive effect on state curiosity and a negative effect on state anxiety. There was no significant moderating effect of the task context. Third, in case of state curiosity, the group perceived the knowledge gap was very small had the highest state curiosity, and the group perceived the knowledge gap was very large had the lowest state curiosity. In case of state anxiety, the less the knowledge gap was perceived, the lower the anxiety was triggered. This study broadens our understanding of the learning process and provides implications for effective instruction strategies for students' cognitive and emotional states.

The Characteristics of the Exhibits in Science Centers and Students' Perceptions About the Exhibits -In the Case of 3 Science Centers in Seoul- (과학관 전시물의 특징과 학생들의 전시물에 대한 인식 -서울시 소재 3개 과학관을 중심으로-)

  • Kim, So-Hee;Song, Jin-Woong
    • Journal of The Korean Association For Science Education
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    • v.23 no.5
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    • pp.544-560
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    • 2003
  • The purposes of this study were (1) to investigate the characteristics of the exhibits at three representative science centers or museums in Seoul, and (2) to analyse students' perceptions about the most and the least favorite exhibits selected by students as visitors. Three science centers investigated were Seoul National Science Museum, Seoul Education & Science Research Institute, LG Science Hall. The subjects for students' perception survey were 290 middle school students who visited the three science centers. The investigation of the exhibits showed that the goals, the contents, the visitors' viewing and manipulating activity types, and the explanation types of the exhibits depended on the purposes and the target visitors of each science center. Students' responses indicated that they most favored hands-on exhibit. And students preferred the exhibits that had new and comprehensible contents and the were related to what they had learned in school. Students said that they felt that science was exciting and that they came to experience what they did not do in school. Students said that reading or hearing given explanations was helpful to understand the exhibits, but about 20% of the students responded that they did not read explanation on panels at all. Students also said that guide's oral explanations were more understandable than written explanations on panels. Some of the students commented that having to wait for access because of crowds or because of the resetting time required for hands-on activities was inconvenience.

Effect of Smoking and Drinking Habits on the Nutrient Intakes and Health of Middle and High School Boy Students (남자 중.고생의 흡연과 음주습관이 영양소 섭취 및 건강상태에 미치는 영향)

  • Shin, Kyung-Ok;An, Chang-Hun;Hwang, Hyo-Jeong;Choi, Kyung-Soon;Chung, Keun-Hee
    • Journal of the Korean Society of Food Science and Nutrition
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    • v.38 no.6
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    • pp.694-708
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    • 2009
  • The principal objective of this study was to determine the effects of smoking & drinking on the diet, nutrient intake, and overall health. A sample of 262 youths, aged 16 to 18 year-old, was randomly selected from Seoul and its vicinity. The subjects participated by answering survey questions including general questions, questions regarding health, smoking & drinking habits, dietary habits, nutrient intake, physical characteristics, and smoking cessation plans. The average height, weight, and BMI of the subjects were $173.5{\pm}6.8\;cm$, $64.8{\pm}11.8\;kg$, and $21.4{\pm}3.7\;kg/m^2$, respectively. Among the subjects, 88% appeared to be interested in health and 43.5% of youth asserted that the best way to keep healthy was to engage in regular exercise. Among 63 smokers, 52 students (82.5%) used alcoholic beverages while 11 students (17.5%) did not use alcoholic beverages, meaning that smoking was a causative factor in drinking. 55.6% of youth reported beginning to smoke in middle school, and 38.1% of them asserted that curiosity was the motive for smoking. The youth reported that the craving for smoking was highest when hungry, and the best place to smoke was the restroom. 20 students (69.0%) answered that the only way to quit smoking was just to stop. 12 students (44.4%) reported that the main reason for failures in smoking cessation attempts was a lack of intention or willpower. 87.1% of all subjects answered that they were inclined to quit smoking, and 56.7% of them would be interested in attending a smoking cessation program if they had the opportunity. Among the smoking and drinking group, 50% of drinkers began to drink in high school, and the reason for drinking given was peer pressure-40% of drinkers answered that they wished to quit drinking. 34.4% of students appeared to have breakfast everyday, but 16.4% of students answered that they had quit eating breakfast. 52.5% of all students reported that the principal reason for overeating was the presence of one's favorite food, and the smoking and drinking group reported overeating more frequently than other groups (p<0.05). 72.6% of all subjects reported eating interim meals $1{\sim}2$ times daily, 36.4% of smokers ate carbonated beverages, 38.5% ate ice cream as a interim meal, and 38.5% of the drinking and smoking groups ate fruits, 26.9% of them ate fried foods, and some of them ate fast foods as a interim meal. Among smokers, the ratio of eating fat-rich foods, and meats such as kalbi and samgyupsal more than two times per week was higher, and 54.3% of smokers ate ice cream, cookies, and carbonated beverages more than two times per week (p<0.05). The total nutrient intake of the $15{\sim}19$-year youth group was much higher than the standard value. The energy intake of the smoking group and the drinking and smoking group was significantly higher than that of the normal group (p<0.05). Intakes of phosphorus (p<0.05), cholesterol (p<0.05), and sodium (p<0.05) were the highest among all groups. Accordingly, it is recommended that practical education programs be implemented to teach young students to resist peer pressures to smoke and drink. Additionally, education that acknowledges the importance of nutrition is necessary to avoid preferential eating and overeating due to smoking and drinking.such education can also teach students to eat a balanced diet and improve their physical development.

Effect of 2D Forest Video Viewing and Virtual Reality Forest Video Viewing on Stress Reduction in Adults (2D 숲동영상 및 Virtual Reality 숲동영상 시청이 성인의 스트레스 감소에 미치는 영향)

  • Hong, Sungjun;Joung, Dawou;Lee, Jeongdo;Kim, Da-young;Kim, Soojin;Park, Bum-Jin
    • Journal of Korean Society of Forest Science
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    • v.108 no.3
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    • pp.440-453
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    • 2019
  • This study was carried out to investigate the effect of watching a two-dimensional (2D) forest video and a virtual reality (VR) forest video on stress reduction in adults. Experiments were conducted in an artificial climate room, and 40 subjects participated. After inducing stress in the subjects, subjects watched a 2D gray video, 2D forest video, or VR forest video for 5 mins. The autonomic nervous system activity was evaluated continuously in terms of measured heart rate variability during the experiment. After each experiment, the subject's psychological state was evaluated using a questionnaire. The 2D forest video decreased the viewer's stress index, increased HF, and reduced heart rate compared with the 2D gray video. The VR forest video had a greater stress index reduction effect, LF/HF increase effect, and heart rate reduction effect than the 2D gray video. Psychological measurements showed that subjects felt more comfortable, natural, and calm when watching the 2D gray video, 2D forest video or VR forest video. We also found that the 2D forest video and VR forest video increased positive emotions and reduced negative emotions compared to the 2D gray video. Based on these results, it can be concluded that watching the 2D forest and VR forest videos reduces the stress index and heart rate compared with watching the 2D gray video. Thus, it is considered that the 2D forest video increases the activity of the parasympathetic nervous system, and the VR forest video increases the activity of the sympathetic nervous system. The increased activity of the sympathetic nervous system upon watching the VR forest video is judged to be positive sympathetic nerve activity, such as novelty and curiosity, and not negative sympathetic activity, such as stress and tension. The results of this study are expected to be the basis for examining the visual effects of forest healing, with hope that the utilization of VR, the technology of the fourth industrial revolution in the forestry field, will broaden.