Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
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A Qualitative Study on the Cause of Low Science Affective Achievement of Elementary, Middle, and High School Students in Korea

초·중·고등학생들의 과학 정의적 성취가 낮은 원인에 대한 질적 연구

  • Received : 2022.02.16
  • Accepted : 2022.06.11
  • Published : 2022.06.30
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Abstract

This study attempts to analyze the causes of low affective achievement of elementary, middle, and high school students in Korea in science. To this end, a total of 27 students, three to four students per grade, were interviewed by grade from the fourth grade of elementary school to the first grade of high school, and a total of nine teachers were interviewed by school level. In the interview, related questions were asked in five sub-areas of the 'Indicators of Positive Experiences about Science': 'Science Academic Emotion', 'Science-Related Self-Concept', 'Science Learning Motivation', 'Science-Related Career Aspiration', and 'Science-Related Attitude'. Interview contents were recorded, transcribed, and categorized. As a result of examining the causes of low science academic emotion, it was found that students experienced negative emotions when experiments are not carried out properly, scientific theories and terms are difficult, and recording the inquiry results is burdensome. In addition, students responded that science-related self-concept changed negatively due to poor science grades, difficult scientific terms, and a large amount of learning. The reasons for the decline in science learning motivation were the lack of awareness of relationship between science class content and daily life, difficulty in science class content, poor science grades, and lack of relevance to one's interest or career path. The main reason for the decline in science-related career aspirations was that they feel their career path was not related to science, and due to poor science performance. Science-related attitudes changed negatively due to difficulties in science classes or negative feelings about science classes, and high school students recognized the ambivalence of science on society. Based on the results of the interview, support for experiments and basic science education, improvement of elementary school supplementary textbook 'experiment & observation', development of teaching and learning materials, and provision of science-related career information were proposed.

본 연구에서는 우리나라 초·중·고등학생들이 과학의 정의적 영역에서 성취가 낮은 원인을 분석하고자 하였다. 이를 위하여 초등학교 4학년부터 고등학교 1학년까지 학년별 3~4명, 총 27명의 학생을 대상으로 학년별로 면담을 하였고, 초등학교 교사 3명, 중학교 교사 3명, 고등학교 교사 3명, 총 9명의 교사를 대상으로 학교급별로 면담을 하였다. 면담에서는 과학긍정경험 지표의 5가지 하위 영역인 '과학학습정서', '과학관련 자아개념', '과학학습동기', '과학관련 진로포부', '과학관련 태도'로 나눠 관련된 질문을 하였다. 면담 내용을 녹음하고 전사하여 범주화하였다. 과학 정의적 성취가 낮은 원인을 살펴 본 결과, 학생들은 실험·실습이 제대로 이루어지지 못할 때, 과학이론과 용어가 어려워서, 탐구 결과에 대한 기록 부담 등으로 부정적인 정서를 경험하는 것으로 나타났다. 그리고 학생들은 과학 성적이 좋지 않아서, 과학 용어가 어려워서, 학습량이 많아서 등의 이유로 과학관련 자아개념이 부정적으로 변한다고 응답하였다. 또 과학학습 동기가 낮아지는 원인으로 과학 수업 내용과 일상생활이나 자신과의 관련성에 대한 인식 부족, 과학 수업내용의 어려움, 좋지 않은 과학 성적, 자신의 흥미나 진로와의 관련성 부족 등으로 나타났고, 과학 관련 진로포부가 낮아지는 주요한 원인으로 자신의 진로가 과학과 관계없는 분야이기 때문에, 과학 성적이 좋지 않아서 등으로 나타났다. 과학 수업이 어려워지거나 과학 수업에 대한 부정적인 느낌으로 인해 과학관련 태도가 부정적으로 변화하였고, 고등학생들은 과학이 사회에 끼치는 양면성을 인식하였다. 면담 결과에 근거하여 과학 수업개선을 위해 실험 및 실습을 위한 지원, 과학 기초학력 지원, 초등학교 '실험관찰'의 개선, 교수학습 자료의 개발, 과학 관련 진로 관련 정보의 제공 방안 등을 제안하였다.

Keywords

Acknowledgement

이 논문은 2021년도 교육부 재원으로 한국과학창의재단에서 수행한 연구(D22030029)의 자료를 활용하여 재구성하였음.

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