DOI QR코드

DOI QR Code

Middle School Students' Perceptions of Science Classroom Learning Environments

중학생의 과학 교실 학습 환경에 대한 인식

  • Received : 2009.08.31
  • Accepted : 2009.12.15
  • Published : 2010.02.28

Abstract

This study utilized the What Is Happening In this Class (WIHIC) questionnaire to examine students' perceptions of their science learning environment. Data was collected from 587 middle school students in seven coeducation schools in Seoul. Higher mean scores occurred on the scales of Student cohesiveness, Task orientation, Cooperation and Equity in the WIHIC, whereas lower mean scores occurred on Teacher support, Involvement and Investigation. The effects of gender on students' perceptions of their science learning environment were not statistically significant overall, but girls perceived Student cohesiveness and Cooperation more positively than boys. Correlations between the WIHIC scales of the low-level group that perceived their learning environments negatively (10 percentiles) and the high-level group that perceived their learning environments positively (90 percentiles) were computed. Teacher support, Involvement, Task Orientation and Investigation were highly correlated with each other in the low-level group, whereas only Teacher support and Equity were correlated in the high group. Educational implications were discussed.

이 연구에서는 중학생의 과학 교실 학습 환경에 대한 인식을 알아보고, 남학생과 여학생, 교실 학습 환경에 대한 선호도가 높은 집단과 낮은 집단의 인식이 어떤 차이를 나타내는지를 조사하였다. 서울시에 소재한 7개 중학교의 3학년 14학급 587명(남학생 264명, 여학생은 323명)을 연구 대상으로 하였으며, 교실 학습 환경 설문 도구는 What Is Happening In this Class (WIHIC)을 사용하였다. 7개 항목 중 학생들 간의 단결, 과제 지향, 협동성, 평등성 항목에서는 긍정적인 인식을 나타내었으나, 수업 참여, 탐구 활동, 교사 지원 항목에 대한 인식은 다소 부정적이었다. 성차에 대한 과학 교실 학습 환경 인식을 보면 전체적인 결과에서는 차이가 나지 않았으나, 항목별로는 학생들 간의 단결과 협동성 두 항목에서 여학생들이 평균 점수가 유의미하게 높게 나타났다. 교실 학습 환경에 대한 선호가 낮은 집단에서는 교사 지원 항목이 과제 지향, 수업 참여, 탐구 활동 항목과 모두 유의미한 상관을 나타내었고 수업 참여-과제 지향-탐구 활동 항목들이 서로 높은 상관을 나타내었으나, 상위 집단에서는 교사 지원과 평등성 항목만 유의미한 상관을 나타내었다.

Keywords

References

  1. 곽영순 (2003). 질적 연구로서 과학 수업 비평-수업 비평의 이론과 실제. 서울: 교육과학사.
  2. 권치순, 허명, 양일호, 김영신 (2004). 초, 중, 고 학생들의 과학 태도 변화에 대한 학습환경의 원인 분석. 한국과학교육학회지, 24(6), 1256-1271.
  3. 교육인적자원부 (2007). 과학과 교육과정. 서울: 대한교과서주식회사.
  4. 교육통계서비스 (2009). http://cesi.kedi.re.kr/index.jsp
  5. 노태희, 김경순, 박현주, 전경문 (2006). 동기적학습 환경, 성취 목적, 학습 전략이 과학 성취도에 미치는 영향. 한국과학교육학회지, 26(2), 232-238.
  6. 안영자 (1987). 중학교 남녀공학에 관한 일연구 : 남녀혼성학급 운영을 중심으로. 단국대학교 석사 학위 논문.
  7. 이범홍, 김주훈, 이양락, 홍미영, 이미경, 이창훈, 신일용, 심재호, 곽영순, 전영석, 김동영, 장재현 (2005). 과학과 교육과정 개선 방안 연구.한국교육과정평가원 연구보고.
  8. 이숙정 (1987). 남녀공학 중학교에서의 혼성학급과 동성학급에 관한 교육적 효과 비교연구, 이화여자대학교 석사 학위 논문.
  9. 이재천, 김범기 (1999). 과학교사에 의해 조성되는 심리적 학습 환경이 학생들의 과학 성취도에 미치는 효과. 한국과학교육학회지, 19(2), 315-328.
  10. 전경문, 박현주, 노태희 (2005). 과학 교사와 동료 학생에 의해 강조되는 동기적 학습 환경에 대한 학생 들의 인식이 성취 목적에 미치는 영향. 한국과학교육학회지, 25(3), 364-370.
  11. 홍미영 (2008). 국내외 교실 학습 연구(II) - 우리나라, 핀란드, 호주의 중학교 과학 수업을 중심으로. 한국교육과정평가원 연구보고.
  12. Aldridge, J. M., Fraser, B. J., & Huang, T.- C. I. (2001). Investigating classroom environments in Taiwan and Australia with multiple research methods. The Journal of Educational Research, 93(1), 48-61.
  13. Aldridge, J. M., Laugksch, R. C., & Fraser, B. J. (2004). A cross-national study of the learning environments of science classroom in South Africa and Australia. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA.
  14. Allen, D., & Fraser, B. J. (2007). Parent and student perceptions of classroom learning environment and its association with student outcomes. Learning Environments Research, 10(1), 67-82. https://doi.org/10.1007/s10984-007-9018-z
  15. Ali, S., Rohindra, D., & Coll, R. K. (2008). Student perceptions of a culturally diverse classroom environment. Research in Science & Technological Education, 26(2), 149-164. https://doi.org/10.1080/02635140802037310
  16. Blatchford, P., Kutnick, P., Baines, E., & Galton, M. J. (2003). Toward a social pedagogy of classroom group work. International Journal of Educational Research, 39(1-2), 153-172. https://doi.org/10.1016/S0883-0355(03)00078-8
  17. Chionh, Y. H. & Fraser, B. J. (1998). Validation and use of the 'What Is happening In this Class'(WIHIC) questionnaire in Singapore. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA.
  18. Den Brok, P., Fisher, D., Rickard, T., & Bull, E. (2006). California science students' perceptions of their classroom learning environments. Educational Research and Education, 12(1), 3-25.
  19. Fraser, B. J. (1990). Individualized Classroom Environment Questionnaire. Melbourn, Australia: Australian Council for Educational Research.
  20. Fraser, B. J., Anderson, G. J., & Walberg, H. J. (1982). Assessment of learning environments: manual for Learning Environment Inventory(LEI) and My Class Inventory(MCI). Perth, Australia: Western Australian Institute of Technology.
  21. Fraser, B. J., Fisher, D. L., & McRobbie, C. J. (1996). Development, validation and use of personal and class forms of a new classroom environment instrument. Paper presented at the annual meeting of the American Educational Research Association, New York.
  22. Fraser, B. J. (1998). Science learning environments: assessments effects and determinants. In B. J. Fraser & K. Tobin (Eds.), International handbook of science education (pp. 527-564). Dordrecht, The Netherlands: Kluwer Academic Publishers.
  23. Fraser, B. J. & McRobbie, C. J. (1995). Science laboratory classroom environments at schools and universities : a cross-national study. Educational Research and Evaluation, 1, 289-317. https://doi.org/10.1080/1380361950010401
  24. Fraser, B. J. & Walberg, H. J. (2005). Research on teacher-student relationships and learning environments: context, retrospect and prospect. International Journal of Educational Research, 43(1-2), 103-109. https://doi.org/10.1016/j.ijer.2006.03.001
  25. Fraser, B. J. & Kahle, J. B. (2007). Classroom, home and peer environment influences on student outcomes in science and mathematics: an analysis of systemic reform data. International Journal of Science education, 29(3), 1891-1909. https://doi.org/10.1080/09500690601167178
  26. Khine, M. S. & Fisher, D. L. (2004). Teacher interaction in psychosocial learning environments: cultural differences and their implications in science instruction. Research in Science and Technological Education, 22(1), 99-111. https://doi.org/10.1080/0263514042000187566
  27. Kim, H.-B., Fisher, D. L., & Fraser, B. J. (2000). Classroom environment and teacher interpersonal behaviour in secondary science classes in Korea. Evaluation and Research in Education, 14(1), 3-22. https://doi.org/10.1080/09500790008666958
  28. Levi, J., Den Brok, P., Wubbles, T., & Brekemans, M. (2003). Students'perceptions of the interpersonal aspect of the learning environment. Learning Environments Research, 6(1), 5-36. https://doi.org/10.1023/A:1022967927037
  29. MacDowell-Goggin, M., & Fraser, B. J. (2004). effects of using a graphic organizer on science students; attitudes and classroom learning environments. paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA.
  30. Martin, M. O., Mullis, I. V. S., Gonzalez, E. J., & Chrostowski, S. J. (2004). TIMSS 2003 International Science Report; Findings from IEA's Trends in International Mathematics and Science Study at the Fourth and Eighth Grade. Chestnut, MA: Boston College.
  31. Martin, M. O., Mullis, I. V. S., & Foy, P. (2008). TIMSS 2007 International Science Report; Findings from IEA's Trends in International Mathematics and Science Study at the Fourth and Eighth Grade. Chestnut, MA: Boston College.
  32. Moos, R. H. (1979). Evaluating educational environments: procedures, measures, findings and policy implications. San Francisco, CA: Jossey-Bass.
  33. Moos, R. H., & Trickett, E. J. (1987). Classroom environment scale manual. Palo Alto, CA: consulting Psychologists Press.
  34. Rawnsley, D., & Fisher, D. (1997). Using personal and class forms of a learning environment questionnaire in mathematics classrooms. Paper presented at the International Conference on Science, Mathematics and Technology Education, Hanoi, Vietnam.
  35. Tyler, B., & Fraser, B. (2004). Classroom environment perceptions, attitudes and anxiety among high school mathematics students: gender differences. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA.
  36. Wong, N. Y., & Watkins, D. (1998). A longitudinal study of the phychosocial environmental and learning approaches in the Hong Kong classroom. Journal of Educational Research, 91(4), 247-254. https://doi.org/10.1080/00220679809597550
  37. Wubbles, Th., Brekelmans, M., & Hooymayers, H. (1991). Interpersonal teacher behavior in the classroom. In B. J. Fraser & H. J. Walberg (Eds.), Educational environments: evaluation, antecedents and consequences (pp. 141-160). London, UK: Pergamon.

Cited by

  1. 창의적 학교환경에 대한 인식 척도의 타당성 검증 및 집단 차이 연구 vol.22, pp.3, 2012, https://doi.org/10.9722/jgte.2012.22.3.663
  2. A comparison of science classroom environments between Korea and Thailand with a focus on their cultural features vol.4, pp.1, 2010, https://doi.org/10.1186/s41029-018-0028-1