• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.149-160
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• 2023

A Korean-version science curiosity questionnaire (Science Curiosity in Learning Environments [SCILE(15)]) was developed after factor analysis of the Korean-version SCILE(30) questionnaire. Pre-service elementary school teachers were surveyed using the Korean-version SCILE(30), and a factor analysis based on their responses was performed. The factor analysis demonstrated that the Korean-version SCILE(15) consisted of three curiosity factors: a 'science practices' factor, a 'stretching' factor, and an 'embracing' factor. Confirmatory factor analysis of the factor structure revealed correlations between all the factors, thus confirming their commonality as a science curiosity factors. The Cronbach alpha for the reliability of all items in the Korean-version SCILE(15) and of items by factor was greater than 0.700. The Korean-version SCILE(15) was therefore evaluated to be reliable as a science curiosity questionnaire. Pre-service elementary teachers who participated in the survey for the development of the SCILE(15) were aware of the 'science practices', 'stretching', and 'embracing' science curiosity factors. Analysis in a general linear model of the degree of recognition accorded by pre-service elementary teachers to the three science curiosity factors demonstrated significant differences between the curiosity factors in terms of recognition. This cohort of pre-service elementary teachers showed the highest level of recognition of the 'stretching' curiosity factor and the lowest level of recognition of the 'embracing' curiosity factor.

• Journal of the Korea Convergence Society
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• v.11 no.6
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• pp.137-144
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• 2020

As foreign tourists visiting Korea increase and Koreans traveling overseas become more frequent, a study on the level of domestic consumers' acceptance of different cultures and the perception towards products from different cultures is needed. In this study, a perceptual curiosity, which is an individual personality, was divided into Diverse perceptual curiosity and Specific perceptual curiosity, and effects of perceptual curiosity on an attitude towards different cultures and an intention to recommend products from different cultures were examined. To prove validity of measurement items and reliability of data, SPSS and LISREL were used and to prove a hypothesis, a structural equation model was used. The study results showed that the Diverse perceptual curiosity, which is Hypothesis 1, had a positive effect on the attitude towards different cultures while the Specific perceptual curiosity, which is Hypothesis 2, did not have a significant effect on the attitude towards different cultures. In addition, it was shown that the attitude towards different cultures, which is Hypothesis 3, had a significant positive effect on the intention to recommend the products from different cultures.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.15 no.2
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• pp.253-265
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• 2020

This study examined the effects of curiosity, the personal characteristics of start-up founders, on entrepreneurship. Among the various factors that make up the entrepreneurship, this study identified the relationship between the practical factors (challenge, innovativeness, competition) and the founder's curiosity. Based on previous studies, curiosity was divided into four individual factors: deficiency, playfulness, social curiosity, and stimulus pursuit. For each individual factor, we analyzed meaningful relationship with entrepreneurship. In addition, the founders were classified into those who simply think of starting a business, those preparing to start a business, and those who started the business. Each group was analyzed their degree of curiosity. The data were analyzed based on the final 248 data for entrepreneurs who are preparing or starting their own business in Daegu-Gyeongbuk region. Analysis shows that curiosity is higher in those who prepare or start a business than those who think about it. Curiosity has been found to have a positive effect on both the challenge, the innovation, and the composition of the competition. In addition, in entrepreneurship, the challenge was found to have a positive effect on innovation, but it did not affect competition composition. The characteristics of individual factors of curiosity were also different, and there was a significant effect of deficiency and playfulness on challenge, social curiosity and stimulus pursuit on innovation, and stimulus pursuit on competition. These findings are significant in identifying and analyzing curiosity as a factor influencing entrepreneurship. The results of the analysis can help theoretical expansion of entrepreneurship. In addition, it can provide important implications for the direction of entrepreneurship education and program development among volunteer activities for prospective entrepreneurs.

• Journal of Korean Elementary Science Education
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• v.40 no.2
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• pp.175-190
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• 2021

The purpose of this study was to find out how interest in thermal concepts and the perceived difficulty affect the stimulation of science state curiosity. To achieve this purpose, 410 elementary school students in 5th to 6th grade were asked to measure interest in the content of the thermal concept tasks, the perceived difficulty and science state curiosity while solving the thermal concept tasks. 2 (low interest vs. high interest)×2 (easy vs. difficult) ANCOVA was conducted with the covariate of the student's level of science curiosity, which is expected to affect the stimulation of science state curiosity. As a result of the analysis, students with high interest in the contents of the task were showed high science state curiosity. Meanwhile, there was no difference in the level of science state curiosity according to the perceived difficulty. In addition, science state curiosity level of the students with low interest in the content of the task were high when they perceived the task as easy, but science state curiosity level of the students with high interest in the content of the task were high when they perceived the task as difficult. This study was meaningful in that it empirically verified that interest in the content of the tasks has an effect on the stimulation of science state curiosity, and that the effect of interest on the stimulation of science state curiosity varies according to the level of the perceived difficulty.

• Defense and Technology
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• no.9 s.295
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• pp.18-27
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• 2003

신비로 가득 찬 저 무병광대의 우주는 태초부터 인간에게 두려움의 대상이면서도 한편으로는 미지의 세계에 대한 동경과 호기심의 대상이기도 하였다. 인간의 우주에 대한 호기심과 그 신비를 풀기 위한 노력은 동서양이라고 해서 크게 다를 바가 없었다. 별을 살피고 사람과 나라의 길흉을 점쳤던 동양의 천문술이나, 서양의 로마 그리스신화에 날개를 달고 우주를 날다 태양에 날개가 타버려 지상으로 추락한 이카루스의 얘기와, 별자리를 보고 점을 치는 점성술 등을 보면 모두가 우주의 신비와 미지에 대한 호기심의 발로라고 생각된다.

• Journal of Korean Elementary Science Education
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• v.40 no.3
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• pp.343-365
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• 2021

The purpose of this study was to clarify the effect of learner variables on triggering state curiosity and state anxiety in confronting scientific task situation for fifth to sixth grades of elementary school. Science curiosity, interest, need for cognition, science self-concept, science anxiety, prior knowledge, and perceived difficulty were selected as learner variables that are expected to affect state curiosity and state anxiety. As a result of this study, the variables that had a significant influence on evoking state curiosity in confronting scientific task situation were in the order of interest, need for cognition, science curiosity, and prior knowledge, and all of these variables had a positive effect. In addition, the variables that significantly affect on evoking state anxiety in confronting scientific task situation were in the order of science anxiety, perceived difficulty, need for cognition, science self-concept, and prior knowledge. Of these, only prior knowledge had a negative effect on evoking state anxiety, and the other variables had a positive effect. The results of this study are expected to broaden the comprehension of students' emotional states in science education, and provide a theoretical foundation for the studies of state curiosity and state anxiety in science learning.

• Journal of Korean Elementary Science Education
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• v.41 no.3
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• pp.521-537
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• 2022

State curiosity and state anxiety in the science learning have a great influence on academic performance and achievement. Since the levels of state curiosity and anxiety can change at any moment, it is essential to identify the levels of student's state curiosity and state anxiety throughout the course of science learning. Accordingly, we assessed the changes in state curiosity and anxiety levels sensed by 5th- and 6th-grade elementary school students depending on their exposure to the violation of expectation. To this end, we classified science learning into three situations: confronting a scientific task, checking the result, and learning science concepts. As a result, there was no significant difference in state curiosity level of the nVOE group who confronting the result consistent with their expectations in checking the result after confronting a scientific task, but the state curiosity level of the VOE group who facing violation of their expectation increased. In the VOE groups, there was no significant change in the state curiosity level of the VOE-R group who correctly inferred the reason for the result, but that of the VOE-FR group who could not correctly inferred increased. The state anxiety levels of the VOE and nVOE groups decreased after checking the result of the task. The state anxiety level also declined in the VOE-R group. In contrast, there was no significant change in state anxiety level of the VOE-FR group. In learning science concepts of the result after checking the result, the state curiosity of the VOE, nVOE, and VOE-FR group all faded. No significant change was observed in the state anxiety level of the nVOE group, whereas the VOE, VOE-R, and VOE-FR group presented a decreased state anxiety. This study discusses the educational implication of these findings and its outcomes are expected to broaden the understanding of emotional states of students in science learning.

• 베이커리
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• no.9 s.338
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• pp.68-71
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• 1996

유럽에서 아시아에 이르는 광활한 국토를 갖고 있는 러시아는 몇 년 전까지만 하더라도 우리에겐 미지의 땅이었다. 인류 최대의 실험작인 사회주의가 일단 실패로 종결되면서 러시아는 우리에게 모습을 드러냈고, 억눌렀던 호기심은 제철을 만난 듯 발동이 걸려 한때 러시아 진출이 붐을 이루기도 했다. 호기심중의 하나가 러시아 빵 문화가 아닐까 한다. 이에 지난 3년간 수차례 러시아를 방문, 러시아 빵 문화를 돌아본 우디라인(구 코티즌 컨설팅)의 김계식 사장의 도움으로 그 호기심을 채워 본다. <편집자 주>

• Proceedings of the Speleological Society Conference
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• 2001.11a
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• pp.51-60
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• 2001

관광자들이 나타내는 행태상의 특징은 매우 다양하다. 관광자들은 쇼핑, 휴식, 호기심 충족, 스포츠, 친지 방문 등 자신들이 관광하고자 하는 목적에 따라 교통수단이나 숙박 장소의 선택과 비용, 목적지 내에서의 행동 등에 있어서 다양한 특성을 나타낸다. 현대에 들어서면서 관광행태가 가족 중심적이고 실제 체험을 중시하는 방향으로 나가고 있으며, 자신의 개별적인 호기심이나 지적 욕구를 충족시키는 방향으로 변화하는 일반적인 특성을 보이고 있다. (중략)

• Journal of The Korean Association For Science Education
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• v.40 no.5
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• pp.485-502
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• 2020

The purpose of this study was to develop an instrument for the measuring students' state curiosity and anxiety by dividing science learning context into three stages: when confronting scientific task, checking the results, learning science concepts, and verify the validity and reliability of the measurement tools developed. For this purpose, based on the theoretical background of various prior studies, science state curiosity and science state anxiety were defined in three stages of the learning context, and preliminary items were developed according to these definitions. The preliminary items were developed with the same number and the basic framework for each stage to identify changes in state curiosity and anxiety. Some preliminary items were refined during the confirming face validity and content validity. As a result of the exploratory and confirmatory factor analysis, the measurement tool consisted of five items of state curiosity and five items of state anxiety (two factors, ten items) at each stage, and confirmed the construct validity of the measurement tool. The Cronbach alpha was 0.8 or higher for each factor or for all items. This measurement tool is meaningful in that it can measure the state curiosity and anxiety applicable in three stages of science learning context and identify the changes.