Journal of the Korean earth science society (한국지구과학회지)

The Korean Earth Science Society (한국지구과학회)
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Effects of Systems Thinking on High School Students' Science Self-Efficacy

시스템 사고가 고등학생의 과학 자기 효능감에 미치는 영향

  • Lee, Hyundong (Department of Earth Science Education, Kyungpook National University) ;
  • Lee, Hyonyong (Department of Earth Science Education, Kyungpook National University)
  • 이현동 (경북대학교 지구과학교육과) ;
  • 이효녕 (경북대학교 지구과학교육과)
  • Received : 2016.02.04
  • Accepted : 2016.05.24
  • Published : 2016.06.30
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Abstract

The purpose of this study is to investigate the effects of systems thinking on high school students' self-regulatory efficacy and self-confidence that constitute science self-efficacy. We set self-regulatory efficacy as a factor of students' systems thinking affects their self-confidence on science through self-regulatory efficacy. A total of 210 students were sampled from general high schools and 188 valid cases were analyzed. The instrument has 39 items that consist of 20 items measuring systems thinking and 19 items of science self-efficacy. The result of the exploratory factor analysis indicated that 20 items for systems thinking, 8 items for self-regulatory efficacy, 4 items for self-confidence are reasonable. Testing the goodness of fit of a structural equation model, it turn out to be appropriate (${\chi}^2$=344.498, df=242, TLI= .921, RMSEA= .044) using 24 items (mental model, personal mastery, systems analysis, self-regulatory efficacy, and self-confidence were constructed). In addition, the mental model, which is one factor of systems thinking, is mediated by self-regulatory efficacy that affects self-confidence directly and/or indirectly. The results suggest that systems thinking affects science self-efficacy directly and indirectly. Utilizing systems thinking in science education can produce a theoretical basis in improving students' confidence and self-efficacy about science.

이 연구의 목적은 고등학생의 시스템 사고가 과학 자기 효능감을 구성하는 요인인 자기 조절 효능감과 과학에 대한 자신감에 어떤 영향을 미치는가를 분석하는 것이다. 고등학생의 과학 자기 효능감에 영향을 미치는 요인으로 시스템 사고를 설정하고, 시스템 사고가 자기 조절 효능감을 매개로 과학에 대한 자신감에 영향을 미친다는 가설을 설정하였다. 광역시 소재 일반계 고등학교 2학년 중 이공계열로 진학하고자 하는 학생 210명을 대상으로 시스템 사고 검사 도구 20문항과 과학 자기 효능감 검사 도구 중에서 자기 조절 효능감을 알아보는 11문항과 자신감을 알아보는 8문항, 총 39문항을 투입하였으며 성실하지 못한 응답지 22부를 제외한 188부를 분석하였다. 탐색적 요인 분석 결과 시스템 사고 검사 도구는 20문항이 모두 의도한 요인에 적합한 결과가 나왔으며, 자기 조절 효능감은 8문항이, 자신감은 4문항이 적합한 결과가 나왔다. 구조 방정식 모델을 통한 모델 적합도를 살펴본 결과 시스템 사고 5개 요인 중 학생 개인의 사고과정을 살펴보는 시스템 분석, 개인숙련, 정신모델 3개 요인이 자기 조절 효능감 및 자신감에 영향을 주는 모델의 적합도가 가장 높은 적합도를 보여주었다(${\chi}^2$=344.498, df=242, TLI= .921, RMSEA= .044). 또한 시스템 분석, 개인숙련, 정신모델 중 시스템 분석과 정신모델이 직 간접적으로 과학에 대한 자신감에 영향을 미치고 있었으며, 정신모델의 경우 자기 조절 효능감을 매개로 하여 자신감에 영향을 미친다는 결과를 도출할 수 있었다. 연구에서 도출된 결과를 토대로 시스템 사고가 과학 학습의 정의적 영역에 미치는 영향을 알 수 있었으며, 또한 시스템 사고를 활용한 과학 학습에 대하여 구체적인 이론적 근거를 제시할 수 있을 것이다.

Keywords

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