Journal of The Korean Association For Science Education (한국과학교육학회지)

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

DOI QR Code

Rediscovering the Interest of Science Education: Focus on the Meaning and Value of Interest

과학교육의 재미에 대한 재발견 -재미의 의미와 가치를 중심으로-

  • Received : 2018.08.08
  • Accepted : 2018.09.17
  • Published : 2018.10.31
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of this study is to shed light on the meaning and value of interest (in Korean 'Jae-mi') in science education through literature analysis. Literature analyses were conducted on literature related to interest in various fields such as Korean language, psychology, philosophy, and education. Specifically, this study discussed the meaning of interest, the characteristics of the context of experiencing interest, the educational value of interest in science education, and the direction of science education to realize the value of interest. First, it was found that interest is an experience of emotional activation that can be felt through interaction with a specific object, and it is an emotional experience caused by the complex combination of various psychological factors, which is oriented sense, relationship, self, and object. Second, to understand the context of experience of interest, we conducted a topic modeling analysis with 1173 research articles related to interest. As a result of the analysis, it was confirmed that the context of interest is closely related with playfulness. And we addressed that this kind of playfulness is also found in science. Third, the educational values of interest in science education were discussed. In science education, fun is not only an instrumental value to induce science learning behavior, it is also one of the universal experiences that learners feel lively in science teaching-learning, and driving force of individual students' emotional development related to science. The students' active attitude to feel interest lead to creative thinking and action. Finally, we argued that the interest that should be aimed in science education should be active interest and experienced at trial and error, not passive interest induced by external stimuli. And science education culture should be encouraged to respect those who enjoy science. In particular, this study discussed the importance of each student's unique interest experience based on the philosophy of philosopher Deleuze (1976).

이 연구에서는 과학교육에서 재미의 의미와 가치에 대해 문헌분석을 통해 이론적으로 고찰해보고자 하였다. 문헌분석은 재미와 관련된 국어학, 심리학, 철학 등 다양한 분야의 문헌을 대상으로 이루어졌다. 구체적으로 이 연구에서는 재미의 의미, 재미를 경험하는 맥락의 특성, 과학교육에서 재미의 가치, 재미의 가치를 실현하기 위한 과학교육의 방향성에 대해 논의하고자 하였다. 연구 결과는 다음과 같다. 첫째, 재미는 특정한 대상과의 상호작용을 통해 느껴지는 정서적 고양 상태를 의미하는 표현으로서, 감각, 관계, 자아, 대상 중심의 다양한 요소들의 복합적 작용으로 유발되는 정서적 경험임을 확인하였다. 둘째, 재미 경험의 맥락에 대해 이해하기 위하여 재미와 관련된 선행 문헌들에 대해 토픽모델링이라는 분석을 수행하였다. 분석 결과 재미와 관련 경험은 유희적 특성을 지니고 있음을 확인하였다. 이러한 유희적 특성은 과학에도 존재함을 논증하였다. 셋째, 과학교육의 재미의 교육적 가치와 지향점에 대해 논의하였다. 과학교육에서 재미는 단순히 학습행동을 유도하는 도구로서의 가치뿐만 아니라, 학습자가 과학 교수-학습 과정에서 생동감을 얻을 수 있는 보편적인 경험 중 하나이며, 학생 개개인이 과학과 관련된 정서적 발달의 원동력이 되며, 재미를 추구하는 태도와 행동은 창의적인 사고와 행동으로 이어 진다는 점에서 교육적 가치가 있음을 논증하였다. 마지막으로, 과학 교육에서 지향해야할 재미는 외부의 자극으로부터 유발되는 수동적인 재미가 아닌 노력하고 시행착오 끝에 경험할 수 있는 능동적인 재미여야 하며 과학을 즐기는 이들 또한 존중할 수 있는 과학교육 문화가 장려되어야 함을 주장했다. 특히 이 연구에서는 철학자 Deleuze(1976)의 철학을 바탕으로 학생 개개인의 고유한 재미 경험의 중요성을 논의하였다.

Keywords

References

  1. Adorno, T. W., & Horkheimen, M. (1972). Dialectic of Enlightenment: Cultural Memory in the Present. CA: Stanford University Press.
  2. Ahn, G. S., Goo, H. K., & Lee, J. R. (2010). The Effects of Fun Advertising on Building Brand Equity. Journal of Marketing Studies, 18(3), 1-29. https://doi.org/10.1080/09652541003630311
  3. Ahn, K. S. (2011). Justification to the Emotional Education. Philosophy of Education, 44, 197-227.
  4. Anderhag, P., Wickman, P., Bergqvist, K., Jakonson, B., Hamza, K. M., & Saljo, R. (2016). Why do secondary school students lose their interest in science? Or does it never emerge? A possible and overlooked explanation. Science Education, 100(5), 791-813. https://doi.org/10.1002/sce.21231
  5. Armstrong, S. L., Gleitman, L. R., & Gleitman, H. (1983). What most concepts might not to be. Cognition, 13, 263-308. https://doi.org/10.1016/0010-0277(83)90012-4
  6. Arnold, M. B. (1960). Emotion and Personality: Vol. 1. psychological aspects. New York: Columbia University Press.
  7. Bateson, P., & Martin, P. R. (2013). Play, Playfulness, Creativity and Innovation. NY: Cambridge University Press.
  8. Battisti, F. D., Ferrara, A., & Salini, S. (2015). A decade of research in statistics: a topic model approach. Scientometrics, 103, 413-433 https://doi.org/10.1007/s11192-015-1554-1
  9. Bell, P., Lewenstein, B., Shouse, A. W., & Feder, M. A. (Eds.). (2009). Learning science in informal environments. Washington, DC: National Academy Press.
  10. Cho, E. Y., & Choe, I. S. (2008). The Implicit Knowledge of Interest and theRelationship between Interest and Flow in Children. Korean Journal of Social and Personality Psychology, 22(1), 115-132.
  11. Choi, B. K. (2015). A case study(I) on development and application of 'literature-art-science' integrated education programs. Korea Science & Art Forum, 19, 679-703. https://doi.org/10.17548/ksaf.2015.03.19.679
  12. Choi, S. H. (2017). The implication of Deleuze's apprendre for teacher education. The Korean Journal of Philosophy of Education, 39(2), 193-209. https://doi.org/10.15754/jkpe.2017.39.2.009
  13. Christense, J. F. (2017). Pleasure junkies all around! Why it matters and why 'the arts' might be the answer: a biopsychological perspective. Proceedings of the Royal Society B, 284(1854). Published 3 May 2017. DOI: 10.1098/rspb.2016.2837
  14. Csikszentmihalyi, M. (1997). Finding Flow. New York: Brockman.
  15. Deleuze, G. (1976) Proust et les signes, 4th revised Ed.. Paris: Presses Universitaires de France.
  16. Dewey, J. (1913). Interest and Effort in Education, Boston: Houghton Mifflin Co.
  17. Dewey, J. (1934). Art as experience. NY: min-ton, Balch & Co.
  18. Dickinson, J. L., Zuckerberg, B., & Bonter, D. N. (2010). Citizen science as an ecological research tool: Challenges and benefits. Annual Review of Ecology, Evolution, and Systematics, 41, 149-172. https://doi.org/10.1146/annurev-ecolsys-102209-144636
  19. Dilettante. (n.d.) In Oxford English Dictionary. Online edition. Accessed October 17, 2017. Retrieved from https://en.oxforddictionaries.com/definition/dilettante
  20. Fabre, A. (1921). The life of Jean Henri Fabre: the entomologist, 1823-1910. B. Miall, translator. Dodd, Mead, NY: USA.
  21. Fortus, D. (2014). Attending to affect. Journal of Research in Science Teaching, 51(7), 821-835. https://doi.org/10.1002/tea.21155
  22. Fredrickson, B. L., & Branigan, C. (2005). Positive emotions broaden the scope of attention and thought-action repertoires. Cognition & Emotion, 19(3), 313-332. https://doi.org/10.1080/02699930441000238
  23. Gim, C. C., & Bae, J. H. (2012). A study on the meaning and the relation of learning and teaching in G. Deleuze's philosophy. Korean journal of educational research, 50(3), 125-149.
  24. Girod, M., & Wong, D. (2002). An aesthetic (Deweyan) perspective on science learning: Case studies of three fourth graders, The Elementary School Journal, 102(3), 199-224. https://doi.org/10.1086/499700
  25. Girod, M., Ran, C., & Schepige, A. (2003). Appreciating the beauty of science ideas: Teaching for aesthetic understanding. Science Education, 87, 574-587. https://doi.org/10.1002/sce.1054
  26. Glynn, S. M., Brickman, P., Armstrong, N., & Taasoobshirazi, G. (2011). Science Motivation Questionnaire II: Validation with Science Majors and Nonscience Majors. Journal of Research in Science Teaching, 48(10), 1159-1176. https://doi.org/10.1002/tea.20442
  27. Ha, D. W., & Kim, H. J. (2013)Complex Adaptive System Phenomenon and Evolution in Festival Place - Case of Music Festival Participants' Blog -. Journal of Tourism Studies, 25(4), 45-62.
  28. Ha, J. I., & Kim, K. S. (2014). Analysis of fun factors and fun strategy for science puppet show. 18, 711-721.
  29. Hadzigeorgiou, Y. & Schulz, R. (2014). Romanticism and romantic science: Their contribution to science education. Science and Education, 23, 1963-2006. https://doi.org/10.1007/s11191-014-9711-0
  30. Ham, K. H., & Cho, D. M. (2015). A Study on the pleasure elements of Game classification in Game communication. -focused on Online Games-. Journal of Basic Design & Art, 16(6), 777-788.
  31. Han, E. K., & Kim, J. J. (2011). A study on smartphone users's motives to use mobile advertisements and their satisfaction-based on the use and gratification theory. Journal of Cybercommunication Academic Society, 28(1), 165-201.
  32. 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
  33. Hidi, S., & Renninger, K. A. (2006). Motivating the academicaaly unmotivated: A critical issue for the 21st century. Review of Educational Research, 70, 151-179.
  34. Hong, J. (2014). A corpus-linguistic approach to random samples. Language Information, 18, 137-162.
  35. Hong, S., & Choi, J. (2017). Research trends of student support in higher education using topic modeling. Journal of Learner-Centered Curriculum and Instruction, 17(8), 21-48.
  36. Huizinga, J. (1938/1955). Homo Ludens: A Study of the Play Element in Culture. Boston: Beacon Press Books.
  37. Irzik, G., & Nola, R. (2011). A family resemblance approach to the nature of science for science education. Science & Education, 20, 591-607. https://doi.org/10.1007/s11191-010-9293-4
  38. Jack, B. M., & Lin, H. S. (2014). Igniting and sustaining interest among students who have grown cold toward science. Science Education, 98(5), 792-814. https://doi.org/10.1002/sce.21119
  39. Jakobson, B., & Wickman, P. O. (2008). The roles of aesthetic experience in elementary school science. Research in Science Education, 38(1), 45-65. https://doi.org/10.1007/s11165-007-9039-8
  40. Jarrett. O.S., & Burnley, P. (2010). Lessons on the role of fun/playfulness from a geology undergraduate summer research program. Journal of Geoscience Education, 58(2), 110-120. https://doi.org/10.5408/1.3534844
  41. Jeong, E. I. (2012). The Effects of Interest and Flow on College Adjustment. The J ournal of Research in Education, 44, 71-99.
  42. Jung, J., & Kang, I. (2013). A study on the factors of "fun" in PBL and their mutual relations. The Korean Journal of Educational Methodology Studies, 25(1), 147-170.
  43. Kang, C., Kang, K., & Lee, S. (2013). The effects of activity-based STEAM education program on middle school students' interest in science learning. Journal of Science Education, 37(2), 338-347. https://doi.org/10.21796/jse.2013.37.2.338
  44. Kim, D. W., & Lee, Y. J. (2014). The impact of watching motives of parenting reality TV program on user satisfaction and rewatching. Journal of Broadcasting Engineering, 19(6), 925-933. https://doi.org/10.5909/JBE.2014.19.6.925
  45. Kim, E. J., Kim, G., & Chan, J. K. (2015). Interaction of cognitive components in Funology of kid-AppBook. Journal of Korea Design Forum, 48, 181-194.
  46. Kim, E. Y. (2004). A study on the meaning of synonym of the emotion verbs. Korean Semantics, 14, 121-147.
  47. Kim, G. S., & Choi, S. Y. (2012). The effects of the creative problem solving ability and scientific attitude through the science-based STEAM program in the elementary gifted students. Journal of Korean Elementary Science Education, 31(2), 216-226. https://doi.org/10.15267/KESES.2012.31.2.216
  48. Kim, J. K., & Park, J. W. (2013). Scientifically talented students' image of science museums and their preferred topics for exhibits -Focused on students in Gwangju city-. Journal of the Korean Association for Science Education, 33(7), 1431-1449. https://doi.org/10.14697/jkase.2013.33.7.1431
  49. Kim, J., & Kim, D. (2017). A case study on the factors affecting spontaneous teacher's learning community in middle schools. Korean Journal of Educational Administration, 35(1), 411-439.
  50. Kim, K. I. (2014). Acceptance decision factors of the e-Book: Perceived ease of use and perceived usefulness. Studies of Korean Science, 40(3), 5-28.
  51. Kim, S. (2013). Nature of fun: What is fun? Pusan: Kyungsung University Publisher.
  52. Kim, S. I., Yoon, M. S., & So, Y. H. (2008). Academic interests of Korean students: Description, diagnosis, & prescription. The Korean Journal of Culture and Social Issues, 14(1), 187-221.
  53. Kim, S. R. (2014). The interest in classic literary works and the significance of the education on the classic literary works. The Classical Literature and Education, 28, 5-35.
  54. Kim, Y. K. (2017). Classification of public perceptions toward smog risks on twitter using topic modeling. Journal of Cadastre & Land Information, 47(1), 53-79.
  55. Kokubun, K. (2011). Ethics of Leisure and Boredom. Asahi-Press.
  56. Koo, S. J. (2017). Lifelong learning development education direction through the case of the elder education of the science museum. School Science Journal, 11(1), 1-9.
  57. Krapp, A. (2002). An educational-psychological theory of interest and its relation to self-determination theory. In E. Deci & R. Ryan (eds.), The handbook of self-determination research(pp.405-427). Rochester, NY: University of Rochester Press.
  58. Krapp, A., & Prenzel, M. (2011). Research on interest in science: Theories, methods, and findings. International Journal of Science Education, 33, 27-50. https://doi.org/10.1080/09500693.2010.518645
  59. Kwon, C. H., & Choi, J. W. (2010). A study of fun for children's cultural contents production. Journal of Korean Society of Communication Design, 15, 29-43.
  60. Kwon, J., & Kim, B. (2013). A study funology for reformatting to app book; Focused on 'Moo, Baa, La La La!' of app book. Cartoon & Animation Studies, 30, 221-243. https://doi.org/10.7230/KOSCAS.2013.30.221
  61. Kwon, S. I., & Cheon, H. J. (2014). Commercialization of leisure : Corporate sponsored running events and running women. Journal of Leisure Studies, 12(1), 123-148.
  62. Laszlo, P. (2004). Science as play. American Scientist, 92(5), 398. https://doi.org/10.1511/2004.49.3434
  63. Lazarus, R. S. (1991). Emotion and Adaptation. NY: Oxford University Press.
  64. Lazarus, R. S. (2006). Stress and Emotion : A New Synthesis. New York: Springer Publishing Company.
  65. Lee, J. H., & Lee, H. C. (2010). The effect of the specific open-inquiry lesson on the elementary student's science-related attitude, science process skill and the instructing teachers' cognition about open-inquiry. Journal of Science Education, 34(2), 405-420. https://doi.org/10.21796/jse.2010.34.2.405
  66. Lee Y. W., & Kim, I. G. (2010). Game storytelling's interest element and interest mechanism. Humanities Contents, 18, 7-29.
  67. Lee, K. S., & Lee, H. R. (2011). Festival tourists' hierarchical value map - An application of the hard laddering technique -. International Journal of Tourism Management and Sciences, 25(6), 237-253.
  68. Lee, M. H. (2011). A study on attractiveness of festival. Korea Journal of Business Administration, 24(6), 3599-3616.
  69. Lee, S. H., Kim, S. K., & Rhew, S. Y. (2010). The method for systematic classification and searching of the game software fun element. Journal of Korea Multimedia Society, 13(10), 1506-1513.
  70. Lee, T. (2017). A clarification of the emotion concept in the social studies education - Focusing on the 'affect theory' -. Research in Social Studies Education, 24(2), 23-38.
  71. Lee, T. Y. (2017). A study on fun in moral class. Korean Elementary Moral Education Society, 55, 165-187.
  72. Lee, Y. S., & Joe, G. M. (2016). A consideration on a meaning of maker education in early childhood science education. Korean Joural of Children's Media, 15(4), 217-241. https://doi.org/10.21183/kjcm.2016.12.15.4.217
  73. Lee, Y. S., Kim, S. S., & Lee, S. K. (2011). The effect of science creative problem solving ability and science process skills using free inquiry method. 4(2), Journal of the Korean Society of Earth Science Education, 116-125. https://doi.org/10.15523/JKSESE.2011.4.2.116
  74. Lemke, J. L. (2001). Articulating communities: Sociocultural perspectives on science education. Journal of Research in Science Teaching, 38, 296-316. https://doi.org/10.1002/1098-2736(200103)38:3<296::AID-TEA1007>3.0.CO;2-R
  75. Min, J. (2014). A study on actualizing the concept of "interesting" in national curriculum of literature education. Korean Education, 98, 573-607.
  76. MOE & KOFAC (2016). The comprehensive national science education plan (2016-2020). Seoul: Ministry of Education.
  77. MOE (Ministry of education) (2015). 2015 revised national curriculum of science. Seoul: Ministry of Education
  78. Mohr, J. W., & Bogdanov, P. (2013). Topic models: What they are and why they matter. Poetics, 41(6), 546-770.
  79. Na, H. S., & Kim, H. J. (2012). 'Fake Fun' design in the new millennium fashion. Journal of Korea Society of Design Forum, 34, 47-54.
  80. Nahm, C. H. (2016). An illustrative application of topic modeling method to a farmer's diary. Cross-Cultural Studies, 22(1), 89-135.
  81. OECD (2016). PISA 2015 Results (Volume I): Excellence and Equity in Education, PISA. OECD Publishing, Paris.
  82. Packer, J. (2006). Learning for fun: The unique contribution of educational leisure experiences. Curator: The Museum Journal, 49(3), 329-344. https://doi.org/10.1111/j.2151-6952.2006.tb00227.x
  83. Park, C. I., Yang, H. S., & Yang, H. S. (2007). Fun factors by game genre. Journal of the Korea Contents Association, 7(12), 20-29. https://doi.org/10.5392/JKCA.2007.7.12.020
  84. Park, K. (2016a). A Study on the Reconsideration and Revision Direction of Science and Technology Constitution Provisions. Journal of Constitutional Justice, 3(1), 295-318.
  85. Park, S. (2016b). A study of 'enjoyment' and 'fun' of culture contents. Journal of the International Network for Korean Language and Culture, 60, 139-163.
  86. Park, S., & Park, J. (2015). A study on educational methods of nature-study for science education through nature. Journal of the Korean Chemical Society, 59(1), 45-53. https://doi.org/10.5012/jkcs.2015.59.1.45
  87. Park, S., Kim, J. H., Kang, K., & Kim, Y. M. (2016). A Study for Shaping and Strengthening the Scientific Mind-Set among the Korean Public. Science and Technology Policy Institute. Policy Research No. 2016-24. Sejong: Kyungsung Munhwasa.
  88. Pekrun, R., Goetz, T., & Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of quantitative and qualitative research. Educational Psychologist, 37(2), 91-106. https://doi.org/10.1207/S15326985EP3702_4
  89. Raymo, C. (1973). Science as play. Science Education, 57(3), 279-289. https://doi.org/10.1002/sce.3730570305
  90. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. https://doi.org/10.1037/0003-066X.55.1.68
  91. Scherer, K R. (2009). Emotions are emergent processes: They require a dynamic computational architecture. Philosophical Transactions of the Royal Society, 364, 3459-3474. https://doi.org/10.1098/rstb.2009.0141
  92. Scherer, K. R. (2001). Appraisal considered as a process of multilevel sequential checking. In Appraisal processes in emotion: theory, methods, research (eds Scherer, K. R., Schorr, A. & Johnstone, T.), 92-120. New York, NY: Oxford University Press.
  93. Seo, K. H. (2008). A case study on out-of-school teacher learning community. The Journal of Korean Teacher Education, 25(2), 53-80.
  94. Shim, H. P., Ryu, K. B., Lee, E. J., Jeon, S. H., & Hwang, S. (2013). Features in pre-service teachers' reflective discussion on their practical work-based teaching. Journal of the Korean Association for Science Education, 33(5), 911-931. https://doi.org/10.14697/jkase.2013.33.5.911
  95. Shin, J. (2013). To find out interest from Korean classical novels. The Classical Literature and Education, 26, 31-59.
  96. Siliva, P. J. (2006). Exploring the Psychology of Interest. New York: Oxford University Press.
  97. Silvertown, J., Buesching, C. D., Jacobson, S. K., & Rebelo, T. (2013) Citizen science and nature conservation, in Key Topics in Conservation Biology 2 (eds D. W. Macdonald and K. J. Willis), John Wiley & Sons, Oxford.
  98. Silvia, P. J. (2001). Interest and interests: The psychology of constructive capriciousness. Review of General Psychology, 5, 270-290. https://doi.org/10.1037/1089-2680.5.3.270
  99. Sohn, Y., Park, C., & Kim, C. (2014). Does the fun make the creativity? : Verification of fun's direct, indirect effects on creativity. Journal of Leisure Studies, 11(3), 99-117.
  100. Swarat, S., Ortony, A., & Revelle, W. (2012). Activity Matters: Understanding Student Interest in School Science. Journal of Research in Science Teaching, 49(4), 515-537. https://doi.org/10.1002/tea.21010
  101. Wittgenstein, L., (1953/2006). Philosophische Untersuchungen. Cheolhagjeog tamgu. (Trans. Lee, Y. C) Seoul: Chacksaesang.
  102. Woo, Y. K. (2012) The current state and future direction of interest research in academic setting, The Korean Journal of Educational Psychology, 26(4), 1179-1199.
  103. Yang, R. J., & Lim, H. L. (2010). Dewey's conception of interest and practical tasks for elementary teachers. The Journal of Korean Educational Idea, 24(2), 105-127. https://doi.org/10.17283/jkedi.2010.24.2.105
  104. Yeum, E. Y. (2014). On the learning experience and interest of Korean old literature in school. The Classical Literature and Education, 28, 37-63.
  105. Yoo, H. R. (1999). Minority Kids' Life in Nursery Schools: A Phenomenological Understanding. The Journal of Anthropology of Education, 2(2), 139-170.
  106. Yoon, J. C. (2016). Are texts in elementary Korean textbooks interesting enough. Korean Literature & Language Education, 20, 147-166.
  107. Yulian, J., & Xue, W. (2013). Acculturative stress and the use of SNS: Focused on chinese students in Korea. Journal of Social Science, 24(4), 377-401.

Cited by

  1. 고등학교 지구과학 선택과목 재구조화 연구 vol.13, pp.1, 2020, https://doi.org/10.15523/jksese.2020.13.1.40