• 대한지구과학교육학회지
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• 제6권1호
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• pp.20-27
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• 2013

This research examined the elementary students' level of motivation to learn science and analyzed correlation between scientific experiences and the motivations to learn science. 216 of elementary students in the 5th grade and 207 of elementary students in the 6th grade were surveyed with questionnaire composed of Likert criteria and scientific motivation questionnaire(SMQ), and the results were analyzed by SPSS 18.0 statistics program. The results of this research are as following : First, elementary school students' level of scientific experiences appeared quite low, and boys appeared to have more scientific experiences than girls. For more specific areas, the experiences were more from outside of school rather than inside, and experiences from science class. Second, elementary students' level of motivation to learn science stood relatively high, and boys showed higher level of motivation to learn science than girls. For more specific areas, the level of motivation from internal motivation area was the highest and the lowest was that from the area of anxiety about exams. Third, the scientific experiences and motivation to learn science showed highly static correlation. Experiences both from inside and outside of the school were significantly correlated to the motivation to learn science, and those from outside of the school had higher correlation with the motivation to learn science. Therefore, the scientific experiences should be recognized to play an important role for improvement of the level of motivation to learn science, and the efforts should be made to provide the elementary students with high-quality scientific experiences to develop their level of motivation to learn science.

• 한국초등과학교육학회지:초등과학교육
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• 제25권4호
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• pp.419-429
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• 2006

This study investigated gender differences in the factors affecting elementary school students' ability to identify scientific problems. Scientific problem finding tasks, involving written instruments including IQ tests, content knowledge, science process skills, divergent thinking skills, intrinsic/extrinsic motivation, personality traits, and home environment were administered to 96 elementary school students(male; 50 & female: 46). The data collected was analyzed by means of a t-test, Pearson's correlation, multiple regression analysis, and canonical correlation analysis. The finding indicated that there were significant gender differences in scientific problem finding performance. Female students were significantly higher in both total score and elaborate score of scientific problem finding than male students. Personality traits and intrinsic motivation positively and extrinsic motivation negatively predicted male students' abilities in scientific problem finding. Science process skills, personality traits and intrinsic motivation positively and extrinsic motivation negatively predicted female students' scientific problem finding and IQ positively predicted female students' elaborate score of scientific problem finding.

• 대한지구과학교육학회지
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• 제5권1호
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• pp.31-41
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• 2012

This study investigates the effect of ASI program on the improvement of gifted students' scientific creative problem solving skill and science learning motivation. ASI developed by reflecting the characteristics of scientific inquiry. The study was aimed at Twenty elementary gifted students from C Gifted Education Program participated in the sixteen sessions of ASI curriculum from June 2010 to October 2010. First, we found that the ASP program is effective to improve the gifted students' scientific creative problem solving skill overall. Specifically, the ASI was effective in the sub-catagories of scientific creative problem solving skills such as 'fluency', 'flexibility', 'originality', and 'appropriateness'. However, there was no significant change in the sub-category of 'reliability' and 'elaborateness' Second, we found that the ASP program is effective to improve the gifted students' sscience learning motivation overall. Specifically, the ASI was effective in the sub-catagories of science problem solving skills such as 'intrinsic motivation', 'correlation with personal goal', 'self-determination', and 'fear of evaluation'. However, there was no significant change in the sub-category of 'extrinsic motivation' and 'self-efficacy'. summary, the ASI program was shown to be effective for improving their scientific creative problem solving skill and scientific learning motivation; This study implies that the ASI curriculum would be a effective tool to help gifted students to improve their ascientific creative problem solving skill and their motivation to learn science.

• 한국초등과학교육학회지:초등과학교육
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• 제36권3호
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• pp.208-218
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• 2017

This study was to investigate factors and disclose causal model of the scientific literacy competency about the motivation for science and the scientific literacy competency. The 3 grade university students and the 1 grade university students as pre-service elementary teachers were participated to questionnaire investigation. The data were analyzed by the factor analysis method and the structural equation model method, and the following results were obtained. First, the 3 grade university students and the 1 grade university students perceived the science interest factors and science usefulness factors as the motivation for science, and also revealed the scientific problem recognition factor and the scientific evidence use factor as the scientific literacy competency. Second, the science interest factor had a greater effect on the scientific problem recognition factor than the scientific evidence use factor in both the 3 grade and 1 grade university students. In the path from the science usefulness factor to the scientific problem recognition factor, the science usefulness factor of the 3 grade university students had a greater influence on the direct route to the scientific problem recognition factor than that of the 1 grade university students. In the path from the science usefulness factor to the scientific evidence use factor, the science usefulness factor of the 1 grade university students influenced more on the direct route to the scientific evidence use factor than that of the 3 grade university students.

• 한국초등과학교육학회지:초등과학교육
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• 제34권1호
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• pp.1-14
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• 2015

The variety of learners include students with disabilities and general students, and an ongoing focus of inclusive education research is non-discrimination. As part of integrated education, UDL (Universal Design for Learning) for students with disabilities supports a practical approach, participation, and advancement to improve learning opportunities for all students. The purpose of this study was to examine the effects of using UDL in science classes. The dependent variables of this study were academic achievement in science, scientific attitude, and scientific motivation. In this study, the experimental groups were 9 people in the 5th grade and 11 people in 6th grade. The experimental groups were taught science class using UDL. In order to analyze the learning outcomes, the structure equation model was performed. The results of this study were as follows: First, the science achievement of learning outcomes of the science class applying UDL directly affected both scientific attitude and scientific motivation. Second, the scientific attitude of learning outcomes of the science class applying UDL directly did not affect scientific motivation. According to these results, learning outcomes for science achievement of the science class applying UDL showed that UDL affected both general students and students with disabilities. To summarize the analysis of learning outcomes, science achievement directly affected both scientific attitude and scientific motivation while scientific attitude did not affect scientific motivation. This study offered a specific implementation method for integrated education. Using the structure equation model for analyzing the effect has more significance.

• 한국과학교육학회지
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• 제38권3호
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• pp.407-417
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• 2018

미래 사회에서 요구되는 핵심역량을 기반으로 한 교육이 국내외에서 강조되면서, 과학 교과에서도 학생들의 '과학적 역량' 신장을 위한 교육과정과 교수학습 활동에 대한 관심이 높아지고 있다. 본 연구에서는 학생들의 과학적 역량 획득에 있어서 학교 과학수업 활동과 학생의 학습동기가 갖는 역할을 분석하고, 과학적 역량을 기를 수 있는 과학수업을 위한 시사점을 제안하고자 하였다. 이를 위하여, 이 연구에서는 한국 고등학교 학생들의 PISA 2015 결과 자료를 토대로 학교과학수업에서의 교수학습 활동이 학생의 학습동기 변수들을 매개로하여 과학적 역량에 어떤 영향을 주는지 통계적으로 분석하였다. 경로 분석 결과, 과학수업에서 상호작용이 강조된 활동과 실생활연계가 강조된 활동은 내재적 동기와 도구적 동기, 과학효능감을 유의하게 정적으로 예측하고 있었다. 이에 비해 학생의 주도로 이루어지는 탐구활동은 학습동기에 미치는 영향이 나타나지 않았다. 또한 과학에 대한 학습동기가 높을수록 과학적 역량의 세 영역인 '현상에 대해 설명하기', '과학탐구 과정을 평가하고 설계하기', '증거와 자료를 과학적으로 해석하기' 영역들의 점수가 높아졌다. 마지막으로 학교 과학수업의 실행은 학습동기를 통해 과학적 역량 획득에 간접적인 영향을 주고 있었는데, 구체적으로 상호작용이 강조된 활동은 내재적 동기를 통해서, 실생활과 연계된 수업 활동은 모든 학습동기 변수들을 통해서 성취에 긍정적으로 영향을 주고 있음을 알 수 있다. 끝으로 이러한 결과들이 학생의 과학적 역량 신장을 위한 학교 과학수업의 설계와 역할에 주는 시사점을 논의하였다.

• 한국과학교육학회지
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• 제16권4호
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• pp.477-485
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• 1996

The purpose of this study was to identify the preferable motivation types in science-learning and to find out the relationship between these types and scientific achievement of students in the secondary school. The subjects of the study were the second grade 581 students sampled by random cluster sampling method in three middle schools and three high schools. Three motivation types in science learning were analyzed, and they were named to task-orientation, ego-orientation and work-avoidance. From our results, secondary school students preferred task-orientation and work-avoidance to ego-orientation. In the case of task-orientation, high school students, especially in male group, had much preferable tendency than that of middle school students (p<0.001). It is interpreted that, as the level of scientific content of texts or the cognitive level of students were higher, a preference for the motivation type was focused to the task-orientation, especially in male group. In the case of ego-orientation, the female group showed much preferable tendency than that of male group in middle school (p<0.05). However, the female group in high school students was not different from the other groups in this motivation type. In the case of work-avoidance, there were not only a significant difference between males and females in the middle school (p<0.001), but also difference between middle and high school students in female group (p<0.05). It showed that female group had much preferable tendency than that of male group, and this tendency was decreased to the higher grade students in secondary school. From the analysis of correlation between motivation types and scientific achievement, task-orientation and work-avoidance were correlated to the scientific achievement. Its results were interpreted that the scientific achievement could be accomplished by the external motivation stimulus as well as the scientific content of texts. The task-orientation were comparatively correlated to the intelligence quality. It means that the students having high intelligence quality showed much preferable for the task-orientation.

• 한국초등과학교육학회지:초등과학교육
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• 제36권4호
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• pp.394-404
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• 2017

This study aimed to investigate the effects of science classes applying round robin strategy on scientific communicative competence, science learning motivation and academic achievement of elementary students. The number of participants were 126, 4 classes of 6th grade in C elementary school in B city. The experimental group, 2 classes including 63 participants, had science classes applying round robin strategy. While the comparative group, 2 classes including 63 participants, took ordinary teacher-driven lessons using teacher's guidebook. Pre and post tests were done before and after intervention to assess the changing in each group's scientific communicative competence, science learning motivation, and academic achievement. The results of this study can be summarized as follows: The science class applying round robin strategy showed significant effect on improving scientific communicative competence and science learning motivation and academic achievement of elementary students.

• 영재교육연구
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• 제18권1호
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• pp.23-52
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• 2008

본 연구는 수도권 대학부설 과학영재교육원에 재학중인 153명의 과학영재를 대상으로 과학문제발견력을 구성하는 학습자요인으로서 과학관련태도와 동기 및 자기조절적 학습전략 변인을 중심으로 가설적 구조모형을 상정하여 구조방정식모형분석을 통해 구조모형을 검증하여 분석하였다. 본 연구의 결과는 다음과 같다. 첫째, 변인들간의 상관분석 결과, 과학관련태도가 긍정적일수록 자아효능감이나 내재적 가치를 나타내는 동기가 유의미하게 높게 나타났으며, 인지전략의 사용이나 자기조절을 나타내는 자기조절적 학습전략이 높다는 것을 알 수 있었다 과학관련태도 중 과학적 태도가 긍정적일수록 과학문제발견력중 창의성관련 범주인 정교성이 높았다. 그러나, 과학관련태도의 다른 하위범주와 과학문제해결력의 다른 하위범주간에는 유의미한 상관을 보이지 않았다. 또한 자기조절적 학습전략은 자기조절적 학습전략이 높을수록 정교성이 높았으며 과학의 탐구동기와 탐구수준과도 정적 관계를 갖고 있음이 확인되었다. 둘째, 과학문제발전력의 구조모형을 검증한 결과, 과학탐구관련 과학문제발견력 구조모형 1과 창의성 관련 과학문제발견력 구조모형 2의 분석결과가 모두 학습자의 정의적 요인인 과학관련태도가 직접적으로 과학문제발견력에 영향을 미치는 것이 아니라 자아효능감과 학습에 대한 내재적 가치의 인식을 갖는 동기요인과 자기조절적 학습전략의 사용을 매개로 하여 과학문제발견력에 영향을 미친다는 것이 확인되었다.

• 과학교육연구지
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• 제47권1호
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• pp.63-74
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• 2023

이 연구에서는 고등학교 재학 당시 진로 선택 계열에 따른 예비 초등 교사들의 과학적 자기 효능감과 과학 동기를 비교하고, 과학적 자기 효능감이 과학 동기에 미치는 영향에 대해 알아보고자 하였다. 연구 대상은 A 광역시 소재 교육대학교 2~4학년에 재학 중인 학생들로, 온라인 설문을 실시하여 총 525명의 응답 결과를 활용하였다. 응답한 예비 초등 교사 중 인문사회계열을 선택하였던 학생은 350명, 자연공학계열을 선택한 학생은 175명으로 구성되어 있다. 연구 대상으로부터 수집된 과학적 자기 효능감과 과학 동기에 대한 데이터는 독립표본 t-검증 및 효과 크기 분석, 다중 회귀 분석을 실시하여 분석하였으며, 연구 결과는 다음과 같다. 인문사회계열과 자연공학계열을 선택한 예비 초등 교사들의 경우 두 검사의 모든 하위 요인에서 유의미한 차이가 나타났으며, 자연공학계열을 선택한 학생들의 평균이 유의미하게 높았다. 과학적 자기 효능감이 과학 동기에 미치는 영향에서 설명력은 66.7%, 68.3%가 나타났고, 인문사회계열을 선택하였던 예비 초등 교사들에게서 설명력이 더 높게 나타났다. 그리고 예비 초등 교사들의 과학 동기에 영향을 주는 과학적 자기 효능감의 하위 요인에서 상대적인 중요도는 인문사회계열을 선택하였던 예비 초등 교사들의 경우 과제곤란도선호가, 자연공학계열을 선택하였던 예비 초등 교사들의 경우 자기조절효능감이 가장 크게 나타났다. 따라서 예비 초등 교사들이 과학 관련 교과목에서 높은 성취와 동기를 얻고, 나아가 학교 현장에서 학생들에게 과학을 잘 가르치기 위하여, 과학적 자기 효능감을 향상시킬 수 있는 교육이 필요하다.