Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
권호 표지

Relationships between Types of Emotional Words and Abilities of Science-Knowledge Generation in Students' Scientific Observation and Rule-Discovery

과학적 관찰과 규칙성 발견 활동에서 나타나는 감성단어 유형과 과학 지식 생성력과의 관계

  • Published : 2004.12.30
Download PDF
⟨ Previous Next ⟩

Abstract

The purposes of this study were to analyze types of scientific emotion word and to investigate the relationship between the ISE(Index of Scientific Emotion) and the ability of science-knowledge generation in subjects' scientific observation and rule-discovery. The subjects were asked to perform four scientific tasks. The tasks were developed that are suitable for scientific observation and rule-discovery. In performing tasks, the subjects were asked to describe their generated science-knowledge and scientific emotion through self-report questionnaire, performing each task. The strength of their scientific emotion was also measured using adjective emoticon check lists. In subjects' scientific observing, they showed 33.3% of interest emotion which was the biggest, 15.0% of acceptance emotion, and 11.3% of love emotion, respectively. In scientific rule-discovering, types of emotion were shown as 23.8% of interest, 21.5% of disgust, and 10.8% of acceptance, respectively. In addition, ability of science-knowledge generation was significantly correlated to ISE.

본 연구의 목적은 첫째, 학생들이 과학적 관찰 및 규칙 발견 활동을 수행할 때 나타나는 과학적 감성 단어의 유형과 빈도, 강도를 분석하고, 둘째, 과학 지식 생성력과 과학적 감성지수(ISE)와의 상관관계를 밝히는 것이다. 이를 위해 연구에서는 먼저 선행 연구를 고찰하여 과학적 감성을 정의하고, 효과적인 지식 생성 활동을 위해 겨울눈과 화석 관찰, 씨앗과 암석 분류의 4개의 과제를 개발하였다. 연구대상은 교원양성대학교 4학년 학생 161명으로 하였다. 피험자들은 각 과제를 수행하면서 인지적 사고과정과 느낀 과학적 감성을 기록하고 형용사 이모티콘 척도 용지에 자신의 감성 강도를 나타내었다. 연구 결과, 관찰 활동에서는 '흥미-수용-사랑-거부' 의 순으로 감성유형이 나타났고, 규칙성 발견 활동에서는 '흥미-거부-수용-기대' 의 순으로 감성유형이 나타났다 각각의 감성 단어 빈도는 감성 강도와 통계적으로 상관관계가 있었다. 과학적 감성 빈도(FSE)와 과학적 감성 강도(SSE)를 곱한 과학적 감성지수(ISE)는 과학적 감성능력을 나타내는 하나의 지표로서 과학 지식 생성력과 높은 정적인 상관관계를 가진다. 개별적인 과학적 감성 지수에서는 '수용-사랑-슬픔-흥미' 순으로 과학 지식 생성력과 정적인 상관관계를 나타낸다.

Keywords

References

  1. 권용주, 최상주, 박윤복, 정진수(2003). 대학생들의 귀납적 탐구에서 나타난 과학적 사고의 유형과 과정. 한국과학교육학회지, 23(3), 286-298
  2. 권용주, 정진수, 고경태, 박윤복(2004). 과학지식 생성력 측정 도구의 개발. 한국생물교육학회지, 32(1), 67-78
  3. 원종철(1999). 감성의 본질과 학습, 그리고 교육적 적용. 교육학 연구, 37(3), 173-199
  4. Artz, J. M. (2000). The role of emotion in reason and Its implication for computer ethics. Computers and Society, March 2000
  5. Ashby, F. G., Valentin, V. V., & Turken, A. U. (2002). The effects of positive affect and arousal on working memory and executive attention. In S. C. Moore, & M. Oaksford(Eds.), Emotional cognition; from brain to behaviour. John Benjamins Publishing Company, 245-287
  6. Cornelius, R. R. (1996). The science of emotion: Research and tradition in the psychology of emotion. Prentice-Hall
  7. Damasio, A. R. (1994). Descartes' error: Emotion, reason, and the human brain. (김린 역, 1999), William Morris Agency, Inc., New York
  8. Damasio, A. R. (2000). A Second Chance for Emotion. In R. D. Lane, & L. Nadel (Eds.), Cognitive Neuroscience of Emotion. Oxford University Press, 12-23
  9. Damasio, A. R. (2003). Looking for spinoza: joy, sorrow and the feeling brain. Harcourt, Inc.
  10. Gardner, P. L., & Tamir, P. (1989). Interest in biology, part 1: a multidimential construct. Journal of Research in Science Teaching, 26(5), 409-423 https://doi.org/10.1002/tea.3660260506
  11. Han, H., Shin, D., Lee, H., & Kwon, Y. (2004). The Development of an analysis tool on emotion words for Measuring of Scientific Emotion. A paper presented at the ASERA 2004 35th Annual Conference, Armidale, New South Wales, 7th-10th, July
  12. Hidi, S. (1990). Interest and its contribution as a mental resource for learning. Review of Educational Research, 60, 549-571 https://doi.org/10.3102/00346543060004549
  13. Hyman, S. E. (1998). Neurobiology: A new image for fear and emotion. Nature, 393, 417-418 https://doi.org/10.1038/30855
  14. Isen, A. M., Rosenzweig, A. S., & Young, M, J.(1991). The influence of positive effect on clinical problem solving. Medical Decision Making, 11, 221-227 https://doi.org/10.1177/0272989X9101100313
  15. Izard, C. (1972). Patterns of Emotion. New York:Academic Press
  16. Jensen, E. (1998). Teaching with the brain in mind. Association for Supervision and Curriculum Development
  17. Laukenmann, M., Bleicher, M., Fub, S., GlaserZikuda, M., Mayring, P., & von Rhoneck, C. (2003). An investigation of the influence of emotional factors on learning in physics instruction. International Journal Science Education, 25(4), 489-507 https://doi.org/10.1080/09500690210163233
  18. Lazarus, R. S. (1999), The cognition-emotion debate: a bit of history. In T. Dalgleish & M. J. Power (Ed.), Handbook of Cognition and Emotion. John Wiley & Sons, 3-19
  19. Ledoux, J. E. (1996). The emotional brain: the mysterious underpinning of emotional life. NY: Touchstone
  20. Lyons, W. (1999). The Philosophy of cognition and emotion. In T. Dalgleish & M. J. Power (Ed.), Handbook of Cognition and Emotion. John Wiley & Sons, 21-44
  21. MacLeod, A. K, Byrne, A., & Valentine, J. D. (1996). Affect, emotional disorder, and future-distrected thinking. Cognition and Emotion, 10, 69-86 https://doi.org/10.1080/026999396380394
  22. Martinez. M. (1992). Interest emhancements to science experiments. Journal of Research in Science Teaching. 29(2), 167-177 https://doi.org/10.1002/tea.3660290206
  23. Nasby, W., & Yando, R. (1982). Selective encoding and retrieval of affectively information. Journal of personality and Social psychology, 43, 1244-1255 https://doi.org/10.1037/0022-3514.43.6.1244
  24. Parrot, W.G., & Hertel, P. (1999). Research method of cognition and emotion. In T. Dalgleish & M. J. Power (Ed.), Handbook of Cognition and Emotion. John Wiley & Sons, 61-81
  25. Plutchik, R. (1980). Emotion : A Psychoevolutionary Synthesis. N. Y.: Harper and Row
  26. Plutchik, R. (2003). Emotions and Life: Perspectives From Psychology, Biology, and Evolution. American Psychological Association, Washington, DC
  27. Reeve. J. (2001). Understanding motivation and emotion. John Wiley & Sons
  28. Thagard. P. (2002). The passionate scientist: Emotion in scientific cognition. In P. Carruthers, S. Sitch, & M. Siegal (Eds.), The Cognitive basis of science. Cambridge University Press, 235-250
  29. van Someren, M. W., Barnad, Y. F., & Sandberg, J.A. C. (1994). The think aloud method: a practical guide to modelling cognitive processes. London, UK: Academic Press INC
  30. Zhu, J. & Thagard, P. (2002). Emotion and action. Philosophical Psychology, 15(1), 19-36 https://doi.org/10.1080/09515080120109397