Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
권호 표지
DOI QR코드

DOI QR Code

The Roles of Science Classroom Activities and Students' Learning Motivation in Achieving Scientific Competencies: A Test of Path Model

고등학생들의 과학적 역량에 있어서 과학수업 활동과 학습동기의 역할 -경로모형의 검증-

  • Lim, Hyo Jin (Seoul National University of Education) ;
  • Chang, Jina (Center for Educational Research, Seoul National University) ;
  • Song, Jinwoong (Center for Educational Research, Seoul National University)
  • 임효진 (서울교육대학교) ;
  • 장진아 (서울대학교 교육종합연구원) ;
  • 송진웅 (서울대학교 교육종합연구원)
  • Received : 2018.05.16
  • Accepted : 2018.06.21
  • Published : 2018.06.30
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of this study is to analyze the roles of classroom activities in science lessons and student learning motivation in achieving students' scientific competencies, and to suggest implications for science lessons to develop scientific competencies. For this, based on the PISA 2015 data of Korean high school students, we analyzed how classroom activities in science influenced students' scientific competencies through learning motivation variables. As a result of the path analysis, the activities emphasizing interaction and a link to real life predicted intrinsic motivation, instrumental motivation, and science efficacy significantly. On the other hand, the activities that emphasize the student-led inquiry process did not show any effect on learning motivation. In addition, the higher the motivation to learn the science, the higher their scores in three scientific competencies: explaining phenomenon scientifically, evaluating and designing scientific inquiry, and interpreting data and evidence scientifically. The practices of school science lessons indirectly influenced the achievement of scientific competence through learning motivation. Specifically, the activities emphasizing interaction influenced achieving scientific competencies through intrinsic motivation, and the activities emphasizing linkage to real life influenced it through all learning motivation variables. Finally, we discussed some implications for the roles and practices of school science class for enhancing students' scientific competencies.

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.

Keywords

References

  1. Bae et al., J., Kim, J., Kim, E., & So, K. H. (2015). The effect of elementary free inquiry lessons utilizing flipped learning with smart devices on the elementary students' digital literacy, 21st century skills and scientific attitude. Journal of Korean Elementary Science Education, 34(4), 476-485. https://doi.org/10.15267/keses.2015.34.4.476
  2. Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122-147. https://doi.org/10.1037/0003-066X.37.2.122
  3. Bybee, R. W., & DeBoer, G. (1994). Research on the goals for science education. In D. L. Gabel (Ed.), Handbook of research on teaching and learning of science (pp. 357-387). New York, NY: Macmillan.
  4. Cho, J. M., Ok, H. J., Lee, S. H., Lim, H. J., Cha, S. H., Kim, D. W., Lim, J. K., & Son, S. K. (2012). A study on the improvement plans of education policy-based on the results of PISA. Korea Instutute for Curriculum and Evaluation. Research Report CRE 2012_1.
  5. Dierks, P. O., Hoffler, T. N., Blankenburg, J. S., Peters, H., & Parchmann, I. (2016). Interest in science: A RIASEC-based analysis of students’ interests. International Journal of Science Education, 38(2), 238-258. https://doi.org/10.1080/09500693.2016.1138337
  6. Duschl, R. A., & Grandy, R. E. (2008). Reconsidering the character and role of inquiry in school science: Framing the debates. In R. A. Duschl & R. E. Grandy (Eds.), Teaching scientific inquiry: Recommendations for research and implementation (pp. 1-37). Rotterdam: Sense Publishers.
  7. Evans, R. (2015). Self-efficacy in learning science. In R. Gunstone (Ed.), Encyclopedia of Science Education (pp. 961-964). Dordrecht: Springer.
  8. Gardner, R. C. (1983). Learning another language: A true social psychological experiment. Journal of Language and Social Psychology, 2(2-3-4), 219-239. https://doi.org/10.1177/0261927X8300200209
  9. Gibson, H. L., & Chase, C. (2002). Longitudinal impact of an inquiry‐based science program on middle school students’ attitudes towards science. Science Education, 86(5), 693-705. https://doi.org/10.1002/sce.10039
  10. Guzeller, C. O., Eser, M. T., & Aksu, G. (2016). Study of the factors affecting the mathematics achievement of Turkish students according to data from the Programme for International Student Assessment (PISA) 2012. International Journal of Progressive Education, 12(2), 78-88.
  11. Hacieminoglu, E. (2016). Elementary school students’ attitude toward science and related variables. International Journal of Environmental and Science Education, 11(2), 35-52.
  12. Hipkins, R. (2006). The nature of the key competencies: A background paper. Wellington: New Zealand Council for Educational Research.
  13. House, J. D. (2011). Effects of computer activities and classroom instructional strategies on science achievement of eighth-grade students in the United States and Korea: Results from the TIMSS 2007 assessment. International Journal of Instructional Media, 38, 197-208.
  14. Hudson, P. T. W., Parker, D., Lawton, R., Verschuur, W. L. G., Van der Graaf, G. C., & Kalff, J. (2000, January). The hearts and minds project: Creating intrinsic motivation for HSE. Paper presented in SPE International Conference on Health, Safety and Environment in Oil and Gas Exploration and Production. Stavanger, Norway: Society of Petroleum Engineers.
  15. Jo, S. (2011). The mediation effect of cognitive self-regulated learning strategy in the relationships between self-efficacy and achievement in science. Journal of the Korean Association for Science Education, 31(6). 958-969.
  16. Kenny, D. A. (1979). Correlation and causality. New York, NY: Wiley.
  17. Kim, J-Y., Seong, S-K., P, J-Y., Choi, B-S. (2002). The effects of scientific inquiry experiments emphasizing social interaction. Journal of the Korean Association for Science Education, 22(4), 757-767.
  18. Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). New York, NY: Guilford Press.
  19. Koh, E. J., & Jeong, D. H. (2014). Study on Korean science teachers' perception in accordance with the trends of core competencies in science education worldwide. Journal of the Korean Association for Science Education, 34(6), 535-547. https://doi.org/10.14697/jkase.2014.34.6.0535
  20. Kobarg, M., Prenzel, M., Seidel, T., Walker, M., McCrae, B., Cresswell, J., & Wittwer, J. (2011). An international comparison of science teaching and learning: Further results from PISA 2006. Munster: Waxmann Verlag.
  21. Krapp, A., & Prenzel, M. (2011). Research on interest in science: Theories, methods, and findings. International Journal of Science Education, 33(1), 27-50. https://doi.org/10.1080/09500693.2010.518645
  22. Kwak, Y. (2012). Research on ways to improve science teaching methods to develop students’ key competencies. Journal of the Korean Association for Science Education, 32(5), 855-865. https://doi.org/10.14697/jkase.2012.32.5.855
  23. Kwak, Y. (2017). Exploration of features of Korean eighth grade students’ attitudes toward science. Journal of the Korean Association for Science Education, 37(1), 135-142. https://doi.org/10.14697/jkase.2017.37.1.0135
  24. Lau, K. C., Ho, E. S. C., & Lam, T. Y. P. (2015). Effective classroom pedagogy and beyond for promoting scientific literacy: Is there an East Asian model?. In M. S. Khine (Ed.), Science Education in East Asia (pp. 13-40). Cham: Springer.
  25. Lee, H., Choi, Y., & Ko, Y. (2015). Effects of collective intelligence-based SSI instruction on promoting middle school students’ key competencies as citizens. Journal of the Korean Association for Science Education, 35(3), 431-442. https://doi.org/10.14697/jkase.2015.35.3.0431
  26. Lim, Y. N. (2014). The trends in the Korean middle school students affective characteristics toward Science and its correlation and effect on their science achievement: Utilizing the results of TIMSS 2003, 2007 and 2011. Journal of Learner-Centered Curriculum and Instruction, 14(6), 1-21.
  27. Lim, H. J., & Lee, J-E. (2016). The longitudinal changes of students’ perception on teachers’ teaching ability, self-efficacy, and academic achievement. Korean Journal of Youth Studies, 23(6), 71-95. https://doi.org/10.21509/KJYS.2016.06.23.6.71
  28. Lin, H. S., Lawrenz, F., Lin, S. F., & Hong, Z. R. (2013). Relationships among affective factors and preferred engagement in science-related activities. Understanding of Science, 22, 941-954. https://doi.org/10.1177/0963662511429412
  29. Ministry of Education (2015). 2015 revised curriculum: Science. Seoul: Ministry of Education.
  30. Mohammadpour, E., Shekarchizadeh, A., & Kalantarrashidi, S. A. (2015). Multilevel modeling of science achievement in the TIMSS participating countries. Journal of Educational Research, 108, 449-464. https://doi.org/10.1080/00220671.2014.917254
  31. Murphy, K. R., & Davidshofer, C. O. (1994). Psychological testing: Principles and applications (3rd ed.). Englewood Cliffs, NJ: Prentice-Hall.
  32. National Research Council. (2000). Inquiry and the national science education standards. Washington, DC: National Academy Press.
  33. New Zealand Ministry of Education. (2007). New Zealand primary and secondary (Level 1-8) curriculum. Wellington: New Zealand Ministry of Education.
  34. OECD (2003). Definition and selection of competencies: Theoretical and conceptual foundation. Paris: OECD Publishing.
  35. OECD (2017). PISA 2015 assessment and analytical framework: Science, reading, mathematic, financial literacy and collaborative problem solving. Paris: OECD Publishing.
  36. Palmer, D. (2007). What is the best way to motivate students in science?. Teaching Science: The Journal of the Australian Science Teachers Association, 53(1). 38-42.
  37. Park, H-J. (2008). Test of group invariance for the structural model among motivation, self-concept and student achievement: Using PISA 2006 data. Journal of Educational Evaluation, 21(3), 43-67.
  38. Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91-105. https://doi.org/10.1207/S15326985EP3702_4
  39. Preacher, K. J., & Hayes, A. F. (2004). SPSS and SAS procedures for estimating indirect effects in simple mediation models. Behavioral Research Methods, Instruments, & Computers, 36(4), 717-731. https://doi.org/10.3758/BF03206553
  40. Qualifications and Curriculum Authority. (2004). The national curriculum: Handbook for secondary teachers in England. London: Department for Education and Skills.
  41. Ratelle, C. F., Guay, F., Vallerand, R. J., Larose, S., & Senecal, C. (2007). Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis. Journal of Educational Psychology, 99(4), 734-746. https://doi.org/10.1037/0022-0663.99.4.734
  42. Rychen, D. S., & Salganik, L. H. (2000). Definition and selection of key competencies. Paper presented in the Fourth General Assembly of the OCDE Education Indicators Programme (pp. 61-73). Paris: OCDE.
  43. Singapore Ministry of Education. (2013). Science Syllabus Primary 2014. Singapore: Singapore Ministry of Education.
  44. So, K.-H., Lee, S.-E., Lee, J.-H., & Heo, H.-I. (2010). Review on curriculum reform in the New Zealand: Implementation of key competencies-based curriculum. Korean Journal of Comparative Education 20(2), 27-50.
  45. Sohn, W., & Park, C. (2017). A latent profile analysis of inquiry-based science teaching and learning practices: A comparative analysis of PISA 2015 data of Korea and Singapore. Journal of Research in Curriculum & Instruction, 21(6), 698-707. https://doi.org/10.24231/rici.2017.21.6.698
  46. Song, J. (2013). The disparity between achievement and engagement in students' science learning: A case of East-Asian regions. In C. Deborah, R. Gunstone, A. Jones (Eds.), Valuing Assessment in Science Education: Pedagogy, Curriculum, Policy (pp. 285-306). Dordrecht: Springer.
  47. Stuckey, M., Hofstein, A., Mamlok-Naaman, R., & Eilks, I. (2013). The meaning of ‘relevance’ in science education and its implications for the science curriculum. Studies in Science Education, 49(1), 1-34.
  48. Tsai, C. Y. (2015). Improving students’ PISA scientific competencies through online argumentation. International Journal of Science Education, 37(2), 321-339. https://doi.org/10.1080/09500693.2014.987712
  49. Wolf, S. J., & Fraser, B. J. (2008). Learning environment, attitudes and achievement among middle-school science students using inquiry-based laboratory activities. Research in Science Education, 38(3), 321-341. https://doi.org/10.1007/s11165-007-9052-y
  50. Woo, Y., & Kim, S. (2015). Structural relationship among academic motivation, engagement and achievement: Domain comparison between mathematics and English. The Korean Journal of Eductional Methodology Studies, 27(2), 253-273. https://doi.org/10.17927/tkjems.2015.27.2.253
  51. Yoon, M-S., & Kim, S-I. (2003). A study on constructs of subject-specific interests and its relationship with academic achievement. The Korean Journal of Educational Psychology, 17(3), 271-290.
  52. Yu, H. (2017). Motivation behind China’s ‘One Belt, One Road’ initiatives and establishment of the Asian infrastructure investment bank. Journal of Contemporary China, 26(105), 353-368. https://doi.org/10.1080/10670564.2016.1245894