과제정보
본 연구는 과학기술정보통신부 및 정보통신기획평가원의 대학ICT연구센터지원사업의 연구결과로 수행되었음(IITP-2022-2020-0-01606).
참고문헌
- 강지훈(2021). 중학교 과학영재학생의 과학불안 경험에 대한 현상학적 연구. 한국과학교육학회지, 41(4), 283-295. https://doi.org/10.14697/JKASE.2021.41.4.283
- 강지훈, 김지나(2020). 열과 관련된 문제 상황에서 초등학생들이 느끼는 친숙도, 인지에 대한 지각, 상태호기심, 상태불안의 관계 분석. 초등과학교육, 39(3), 433-448.
- 강지훈, 김지나(2021a). 과학 학습에서 유발되는 과학상태호기심 및 과학상태불안 수준에 따른 학습효과. 한국과학교육학회지, 41(3), 221-235. https://doi.org/10.14697/JKASE.2021.41.3.221
- 강지훈, 김지나(2021b). 과학 문제 대면 상황에서 상태호기심 및 상태불안 유발에 영향을 미치는 학습자 변인에 대한 연구. 초등과학교육, 40(3), 343-365.
- 강지훈, 김지나(2021c). 초등학생의 열 개념 및 문제 상황과 친숙도 수준에 따른 정답률. 새물리, 71(1), 38-48.
- 강지훈, 유병길, 김지나(2020). 과학 상태호기심 및 과학상태불안 측정도구 개발. 한국과학교육학회지, 40(5), 485-502. https://doi.org/10.14697/JKASE.2020.40.5.485
- 강훈식, 곽진하, 김유정, 노태희(2007). 변칙사례 및 대안가설에 의해 유발된 인지갈등과 비인지적 변인이 개념변화에 미치는 영향. 대한화학회지, 51(1), 56-63. https://doi.org/10.5012/JKCS.2007.51.1.056
- 곽호완(2011). 혼합 설계에서 공분산분석의 주의점: KwakStat과 SPSS를 사용하여. 한국심리학회지: 인지및 생물, 23(2), 229-238.
- 권미랑(2008). 불일치 현상 대면 전과 후의 인지갈등이 중학생의 물리 개념변화에 미치는 영향. 한국교원대학교 박사학위논문.
- 권미랑, 김지나, 김중복, 권재술(2009). 불일치 현상 대면전의 인지갈등이 중학생들의 물리 개념변화에 미치는 영향. 한국과학교육학회지, 29(8), 886-897.
- 권성기, 김익진(2003). 초등학생의 열 개념에 따른 온도 개념의 특성. 초등과학교육, 22(1), 15-28.
- 권재술, 이경호, 김연수(2003). 인지갈등과 개념변화의 필요조건과 충분조건. 한국과학교육학회지, 23(5), 574-591.
- 김성은, 정규형, 허영회, 우종훈, 김과현(2018). 한번에 통과하는 논문: AMOS 구조방정식 활용과 SPSS 고급분석. 서울: 한빛아카데미(주).
- 김성진(1999). 초등학교 학생의 온도와 열에 대한 개념 조사. 부산교육대학교 석사학위논문.
- 김연수(2002). 인지갈등의 불안 유형과 귀인의 동기 심리학적 요인에 따른 학생의 물리 개념 변화 특성. 한국교원대학교 박사학위논문.
- 김지나, 최혁준, 권재술(2002). 정량적 현상제시와 정성적 현상제시에 의한 학생들의 인지갈등 정도. 한국과학교육학회지, 22(1), 12-21.
- 노태희, 정은희, 강석진, 한재영(2002). 개념 학습에서 변칙 사례의 역할. 한국과학교육학회지, 22(3), 586-594.
- 노태희, 임희연, 강석진, 김순주(2001). 학생의 인지적.정의적 변인, 변칙 사례에 의한 인지갈등, 개념변화 사이의 관계. 한국과학교육학회지, 21(4), 658-667.
- 백성혜, 박영주(2002). 초등, 중등학교 과학교과서에 나타난 열, 온도 개념에 대한 분석. 한국과학교육학회지, 22(3), 478-489.
- 성영신, 김학진, 이현진, 박정선, 김희진, 김보경(2008). 지적 호기심의 심리적 메커니즘: 호기심 충족 방식에 따른 차이 비교. 한국심리학회지: 소비자.광고, 9(2), 305-331.
- 성영신, 이현진, 박하연, 방지원(2009). 호기심 충족 시간 지연이 보상 및 학습에 미치는 영향: 호기심 정도의 조절효과를 중심으로. 광고학연구, 20(4), 43-58.
- 성태제(2019). 알기 쉬운 통계분석(3판). 서울: 학지사.
- 신영준, 강훈식, 곽영순, 김희경, 이수영, 이성희(2017). 과학관련 정의적 영역 검사도구에 대한 조사 연구. 생물교육, 45(1), 41-54. https://doi.org/10.15717/BIOEDU.2017.45.1.41
- 유진은(2014). 반복측정 자료를 다루는 교육 연구 실태분석. 열린교육연구, 22(4), 119-138.
- 이선경, 김우희(1995). 열의 오개념 교정을 위한 과학사의 도입에 관한 연구. 한국과학교육학회지, 15(3), 275-283.
- 임규혁, 임웅(2007). 교육심리학. 서울: 학지사.
- 정미미, 엄한주(2011). Two-way ANOVA 분석절차 및 사후검증방법의 이해. 한국체육측정평가학회지, 13(2), 1-15. https://doi.org/10.21797/KSME.2011.13.2.001
- 최행숙, 김은경, 백성혜, 이길재, 정완호(2001). 초등학생들의 열과 온도에 대한 대안개념 조사. 초등과학교육, 20(1), 123-138.
- Anderson, L. W. (1981). Assessing affective characteristics in the schoo ls. Boston: Allyn and Bacon.
- Anderson, L. W., & Bourke, S. F. (2000). Assessing affective characteristics in the schools. Mahwah, NJ: Lawrence Erlbaum.
- Bathgate, M. E., Schunn, C. D., & Correnti, R. (2014). Children's motivation toward science across contexts, manner of interaction, and topic. Science Education, 98(2), 189-215. https://doi.org/10.1002/sce.21095
- Berlyne, D. E. (1960). Conflict, arousal, and curiosity. New York: McGraw-Hill.
- Bloom, B. S. (1976). Human characteristics and school learning. New York: McGraw-Hill.
- Borowske, K. (2005). Curiosity and Motivation-to-learn. Proceeding of the ACRL twelfth National Conference. Bower, G. H. (1981). Mood and memory. American Psychologist, 36(2), 129-148.
- Boyle, G. J. (1979). Delimitation of state-trait curiosity in relation to state anxiety and learning task performance. Australian Journal of Education, 23(1), 70-82. https://doi.org/10.1177/000494417902300109
- Brace, N., Kemp, R., & Snelgar, R. (2006). SPSS for psychologists: A guide to data analysis using SPSS for Windows (3rd ed.). Lawrence Erlbaum Associates Publishers.
- Carver, C. S., & Scheier, M. F. (1988). A control-process perspective on anxiety. Anxiety Research, 1(1), 17-22. https://doi.org/10.1080/10615808808248217
- Covington, M. V. (1992). Making the grade: A self-worth perspective on motivation and school reform. Cambridge, UK: Cambridge University Press.
- Davidson, R. J. (1994). On emotion, mood, and related affective constructs. In P. Ekman & R. J. Davidson (Eds.), The nature of emotion: Fundamental questions (pp. 51-55). New York: Oxford University Press.
- Day, H. I. (1982). Curiosity and the interested explorer. Performance and Instruction, 21(4), 19-22. https://doi.org/10.1002/pfi.4170210410
- Deacy, A. D., Gayes, L. A., De Lurgio, S., & Wallace, D. P. (2016). Adaptation of the State-Trait Inventory for Cognitive and Somatic Anxiety for Use in Children: A Preliminary Analysis. Journal or Pediatric Psychology, 41(9), 1033-1043. https://doi.org/10.1093/jpepsy/jsw030
- Eggen, P., & Kauchak, D. (2010). Educational Psychology: Windows on Classrooms. Pearson. [신종호 역(2014). 교육심리학. 학지사.]
- Erickson, G. L. (1979). Children's conceptions of heat and temperature. Science Education, 63(2), 221-230. https://doi.org/10.1002/sce.3730630210
- Everson, H. T., Smodlaka, I., & Tobias, S. (1994). Exploring the relationship of test anxiety and metacognition on reading test performance: A cognitive analysis. Anxiety, Stress & Co ping: An Internatio nal Journal, 7(1), 85-96. https://doi.org/10.1080/10615809408248395
- Eysenck, M. W. (1992). Anxiety: The cognitive perspective. Hobe, UK: Erlbaum.
- Fandakova, Y., & Gruber, M. J. (2021). States of curiosity and interest enhance memory differently in adolescents and in children. Developmental Science, 24(1), e13005. https://doi.org/10.1111/desc.13005
- Fastrich, G. M., Kerr, T., Castel, A. D., & Murayama, K. (2018). The role of interest in memory for trivia questions: An investigation with a large-scale database. Motivation Science, 4(3), 227-250. https://doi.org/10.1037/mot0000087
- Gros, D. F., Antony, M. M., Simms, L. J., & McCabe, R. E. (2007). Psychometric properties of the State-Trait Inventory for Cognitive and Somatic Anxiety (STICSA): Comparison to the State-Trait Anxiety Inventory (STAI). Psychological Assessment, 19(4), 369-381. https://doi.org/10.1037/1040-3590.19.4.369
- Grossnickle, E. M. (2016). Disentangling curiosity: Dimensionality, definitions, and distinctions from interest in educational contexts. Educational Psychology Review, 28(1), 23-60. https://doi.org/10.1007/s10648-014-9294-y
- Gruber, M. J., & Ranganath, C. (2019). How curiosity enhances hippocampus-dependent memory: The Prediction, Appraisal, Curiosity, and Exploration (PACE) framework. Trends in Cognitive Sciences, 23(12), 1014-1025. https://doi.org/10.1016/j.tics.2019.10.003
- Gruber, M. J., Gelman, B. D., & Ranganath, C. (2014). State of curiosity modulate hippocampus-dependent learning via the dopaminergic circuit. Neuron, 84(2), 486-496. https://doi.org/10.1016/j.neuron.2014.08.060
- Hembree, R. (1988). Correlates, causes, effects, and treatmentof test anxiety. Review of Educational Research, 58(1), 47-77. https://doi.org/10.3102/00346543058001047
- Henderson, B., Charlesworth, W. R., & Gamradt, J. (1982). Children's exploratory behavior in a novel field setting. Ethology and Sociobiology, 3(2), 93-99. https://doi.org/10.1016/0162-3095(82)90004-8
- Huitema, B. E. (1980). The analysis of covariance and alternatives. John, Wiley & Sons, Inc.
- Jaber, L. Z., & Hammer, D. (2016). Learning to feel like a scientist. Science Education, 100(2), 189-220. https://doi.org/10.1002/sce.21202
- Jegede, O. J. (1987). Socio-cultural correlates of anxiety in science classrooms: a preliminary report. Paper presented as a contribution to the International Roundtable Exchange at the National Convention of the National Science Teachers Association, Washington, D. C., March, 26-29.
- Jirout, J. J. (2020). Supporting Early Scientific Thinking Through Curiosity. Frontiers in Psychology, 11.
- Kang, M. J., Hsu, M., Krajbich, I. M., Loewenstein, G., McClure, S. M., Wang, J. T. Y., & Camerer, C. F. (2009). The wick in the candle of learning: Epistemic curiosity activates reward circuitry and enhances memory. Psychological Science, 20(8), 963-973. https://doi.org/10.1111/j.1467-9280.2009.02402.x
- Keppel, G. (1991). Design and Analysis: A Researcher's Handbook (3rd). Prentice Hall, Englewood Cliffs, New Jersey.
- Keppel, G., & Zedeck, S. (1989). Data Analysis for Research Design. W. H. Freeman Company.
- Kim, S. I. (1999). Causal bridging inference: A cause o f story interestingness. British Journal of Psychology, 90(1), 57-71. https://doi.org/10.1348/000712699161260
- Ladd, S. L., & Gabrieli, J. D. E. (2015). Trait and state anxiety reduce the mere exposure effect. Frontiers in Psychology, 6, Article 701.
- Laukenmann, M., Bleicher, M., Fuss, S., Glaser-Zikuda, M., Mayring, P., & Rhoneck, C. (2003). An investigation on the influence of emotions on learning in physics. International Journal of Science Education, 25(4), 489-507. https://doi.org/10.1080/09500690210163233
- Lee, G., Kwo n, J., Park, S., Kim, J., Kwo n, H., & Park, H. (2003). Development of an instrument for the measuring cognitive conflict in secondary-level science classes. Journal of Research in Science Teaching, 40(6), 585-603. https://doi.org/10.1002/tea.10099
- Leherissey, B. L. (1971a). The development of a measure of state epistemic curiosity (Tech. Memo No. 34). Tallahassee: Florida State University.
- Leherissey, B. L. (1971b). Optimal degree of arousal theory: Toward an integration of research on curiosity behaviors. Unpublished manuscript, Florida State University.
- Lester, D. (1968). The effect of fear and anxiety on exploration and curiosity: Toward a theory of exploration. The Journal of General Psychology, 79(1), 105-120. https://doi.org/10.1080/00221309.1968.9710458
- Litman, J. A., Hutchins, T. L., & Russon, R. K. (2005). Epistemic curiosity, feeling of knowing, and exploratory behavior. Cognition and Emotion, 19(4), 559-582. https://doi.org/10.1080/02699930441000427
- Litman, J. A., & Spielberger, C. D. (2003). Measuring epistemic curiosity and its diversive and specific components. Journal of Personality Assessment, 80(1), 75-86. https://doi.org/10.1207/S15327752JPA8001_16
- Loewenstein, G. (1994). The psychology of curiosity: a review and reinterpretation. Psychological Bulletin, 116(1), 75-98. https://doi.org/10.1037/0033-2909.116.1.75
- Mallow, J. V., & Greenburg, S. L. (1982). Science anxiety: Causes and remedies. Journal of College Science Teaching, 11(6), 356-358.
- Markey, A., & Loewenstein, G. (2014). CURIOSITY. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), Educational psychology handbook series. International Handbook of Emotions in Education (pp. 228-245). New York, NY: Routledge.
- Marvin, C. B., & Shohamy, D. (2016). Curiosity and reward: Valence predicts choice and information prediction errors enhance learning. Journal of Experimental Psychology: General, 145(3), 266-272. https://doi.org/10.1037/xge0000140
- McGillivray, S., Murayama, K., & Castel, A. D. (2015). Thirst for knowledge: The effects of curiosity and interest on memory in younger and older adults. Psychology and Aging, 30(4), 835-841. https://doi.org/10.1037/a0039801
- Meyer, D. K., & Turner, J. C. (2002). Discovering emotion in classroom motivation research. Educational Psychologist, 37(2), 107-114. https://doi.org/10.1207/S15326985EP3702_5
- Murphy, C., Dehmelt, V., Yonelinas, A. P., Ranganath, C., & Gruber, M. J. (2021). Temporal proximity to the elicitation of curiosity is key for enhancing memory for incidental information. Learning & Memory, 28(2), 34-39. https://doi.org/10.1101/lm.052241.120
- Naveh-Benjamin, M. (1991). A comparison of training programs intended for different types of test-anxious students: Further support for an information-processing model. Journal of Educational Psychology, 83(1), 134-139. https://doi.org/10.1037/0022-0663.83.1.134
- Naylor, F. D. (1981). A state-trait curiosity inventory. Australian Psychologist, 16(2), 172-183. https://doi.org/10.1080/00050068108255893
- Olson, K. R., Camp, C. J., & Fuller, D. (1984). Curiosity and need for cognition. Psychological Reports, 54(1), 71-74. https://doi.org/10.2466/pr0.1984.54.1.71
- Pacheco-Unguetti, A. P., Acosta, A., Callejas, A., & Lupianez, J. (2010). Attention and anxiety: Different attentional functioning under state and trait anxiety. Psychological Science, 21(2), 298-304. https://doi.org/10.1177/0956797609359624
- Paik, S. H., Cho, B. K., & Go, Y. M. (2007). Korean 4-to 11-Year-Old Student Co nceptio ns o f Heat and Temperature. Journal of Research in Science Teaching, 44(2), 284-302. https://doi.org/10.1002/tea.20174
- Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315-341. https://doi.org/10.1007/s10648-006-9029-9
- Pintrich, P. R., & De Gro o t, E. V. (1990). Mo tivatio nal and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40. https://doi.org/10.1037/0022-0663.82.1.33
- Pintrich, P. R., Marx, R. W., & Boyle, R. A. (1993). Beyo nd co ld co nceptual change: The ro le o f motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63(2), 167-199. https://doi.org/10.3102/00346543063002167
- Raffety, B. D., Smith, R. E., & Ptacek, J. T. (1997). Facilitating and debilitating trait anxiety, situational anxiety, and coping with an anticipated stressor: A process analysis. Journal of Personality and Social Psychology, 72(4), 892-906. https://doi.org/10.1037/0022-3514.72.4.892
- Randler, C., Hummel, E., Glaser-Zikuda, M., Vollmer, C., Bogner, F. X., & Mayring, P. (2011). Reliability and validation of a short scale to measure situational emotions in science education. International Journal of Environmental & Science Education, 6(4), 359-370.
- Rosenberg, E. L. (1998). Levels of analysis and the organization of affect. Review of General Psychology, 2(3), 247-270. https://doi.org/10.1037/1089-2680.2.3.247
- Sahin, M., Caliskan, S., & Dilek, U. (2015). Development and validation of the physics anxiety rating scale. International Journal of Environmental & Science Education, 10(2), 183-200.
- Schutz, P. A., & Lanehart, S. L. (2002). Introduction: emotions in education. Educational Psychologist, 37(2), 67-68. https://doi.org/10.1207/S15326985EP3702_1
- Schutz, P. A., & Pekrun, R. (2007). Emotion in Education. Amsterdam: Academic Press.
- Shin, D. D., & Kim, S. (2019). Homo curious: Curious of interest? Educational Psychology Review, 31(5), 853-874. https://doi.org/10.1007/s10648-019-09497-x
- Spielberger, C. D. (1972a). Anxiety: Current trends in theory and research. New York: Academic Press.
- Spielberger, C. D. (1972b). Experimental approaches to test anxiety: Attention and the uses of information. In C. D. Spielberger (Ed.), Anxiety; Current Trends in Theory and Research (Vol. 2). N. Y: Academic press.
- Tobin, K., Ritchie, S., Oakley, J., Mergard, V., & Hudson, P. (2013). Relationships between emotional climate and the fluency of classroom interactions. Learning Environments Research, 16(1), 71-89. https://doi.org/10.1007/s10984-013-9125-y
- Trudewind, C. (2000). Curiosity and anxiety as motivational determinants of cognitive development. In J. Heckhausen (Ed.), Advances in Psychology, 131.
- Motivational psychology of human development: Developing motivation and motivating development (pp. 15-38). Elsevier Science.
- Wine, J. D. (1980). Cognitive-attentional theory of test anxiety. In I. G. Sarason (Ed.), Test Anxiety: Theory, Research and Applications (pp. 349-385). L. Erlbaum Associates, Hillsdale, NJ.