Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
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Exploration of Features of Korean Eighth Grade Students' Attitudes Toward Science

우리나라 중학교 2학년 학생들의 과학에 대한 정의적 태도 특성 탐색

  • Received : 2016.01.03
  • Accepted : 2017.02.02
  • Published : 2017.02.28
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Abstract

The Trends in International Mathematics and Science Study (TIMSS) announced the TIMSS 2015 results at the end of 2016. In this research, we analyzed the relationship between Korean eighth grade students' attitude toward science and science achievement, trends in students' attitude toward science based on common items used in three to four cycles of TIMSS, and trends across grades in students' attitude toward science. According to the results, Korean eighth grade students showed the lowest level of confidence with science, interest in learning science, and valuing science among the 15 top performing countries as well as all the participant countries. In addition, according to the analysis result of common items, Korean students' confidence with science and interest in learning science have decreased, whereas students' valuing science with instrumental values has increased between TIMSS 2011 and TIMSS 2015. According to trends across grades, the cohort of students, assessed at the fourth grade in TIMSS 2011 and moved to the eighth grade four years later in 2015, decreased in their confidence with science and interest in learning science. Discussed in the conclusion are further studies and ways to improve science teaching and learning to improve students' attitude toward science.

4년 주기로 반복되는 TIMSS 연구에서는 2016년 말에 TIMSS 2015 결과를 발표하였다. 본 연구에서는 TIMSS 2015 결과 중에서, 학생들의 설문 응답 결과를 토대로 우리나라 학생들의 과학에 대한 태도와 성취도의 관계를 살펴보고, TIMSS 평가주기별 공통문항을 중심으로 학생들의 응답 변화추이와, 학교급 변화에 따른 학생들의 태도 변화추이를 살펴보았다. 연구결과에 따르면 우리나라 중학교 2학년 학생들은 과학 성취도 상위 15개국은 물론 전체 참여국 중 과학에 대한 자신감, 과학 학습에 대한 흥미, 과학에 대한 가치인식 등에서 최하위 수준을 나타내었다. 또한, TIMSS 평가주기별 공통문항을 중심으로 과학에 대한 태도를 분석한 결과, 우리나라 학생들은 과학에 대한 자신감과 과학 학습에 대한 흥미는 TIMSS 2011에 비해 TIMSS 2015에서 모두 낮아졌다. 반면에 과학에 대한 도구적 가치인식의 경우 TIMSS 2011에 비해 TIMSS 2015에서 모두 상승하였다. 또한, 우리나라 학생들은 초등학교 4학년에서 중학교 2학년으로 진학함에 따라 과학에 대한 자신감과 흥미가 감소하는 것으로 나타났다. 연구결과를 토대로, 우리나라 중학생들의 과학에 대한 정의적 태도 개선을 위한 후속연구와 과학과 교수학습 개선 방안을 제안하였다.

Keywords

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