• 아동학회지
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• 제28권1호
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• pp.171-187
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• 2007

The 166 elementary school students of this study were divided into four groups by gender and degree of structure in problem situations. Written instruments ascertained intelligence, conceptual knowledge, science process skills, divergent thinking, intrinsic/extrinsic motivation, personality traits, and home environment. Results were that male students scored higher on problem finding in the ill-structured than in the moderately structured problem situation. In the ill-structured problem situation, personality traits, conceptual knowledge, and intrinsic motivation contributed to the scores of male students and home environment and conceptual knowledge contributed to the scores of female students. In the moderately structured problem situation, personality traits and intrinsic motivation contributed to the scores of all students, but science process skills contributed to the scores of female students only.