중학교 과학영재학생의 과학불안 경험에 대한 현상학적 연구

강지훈 ( Jihoon Kang ) 한국과학교육학회 2021 한국과학교육학회지 Vol.41 No.4

본 연구는 Giorgi 의 현상학적 연구 방법을 바탕으로 중학교 과학영재학생들이 겪는 과학불안의 경험을 탐색하고자 하였다. 연구참여자는 대학교 과학영재교육원에 선발된 중학교 1학년 학생 중 과학특성불안 및 과학상태불안 수준이 높고 과학불안 경험이 있는 과학영재학생 6명으로 선별하였다. 연구참여자들을 대상으로 과학불안 경험과 관련된 두 차례의 면담을 실시하였다. 분석결과, 과학영재학생들이 경험하는 과학불안은 이상적 자아 설정, 자신감 부족, 과거의 경험, 내용의 어려움, 가치있는 일에 기인하고 있었다. 학생들은 과학불안을 느낄 때 신체적·생리적, 인지적, 정서적·심리적으로 불편함을 호소하였으며, 과학불안을 성장의 기회로 인식하기도 하였다. 또한 과학영재학생들은 과학불안이 유발될 때 나타나는 여러 불편한 증상들을 극복하기 위해 불안한 상황에 직접 맞서거나 자신의 마음을 가다듬는 등 다양한 방법으로 대처하는 모습을 보였다. 일부 학생들은 시간이 지나면 불안감이 해소되기 때문에 불안 수준을 낮추기 위한 특별한 노력이 필요하지 않다고 생각하고 있었다. 학생들은 과학불안에 대하여 부정적인 의미와 긍정적인 의미를 동시에 지니고 있었다. 본 연구의 결과는 과학불안을 경험하는 중학교 과학영재학생들에 대한 교사의 심층적인 이해를 돕고, 과학불안과 관련하여 어떠한 교육환경을 조성하고 교육프로그램을 제공해야 하는지에 대한 이론적 토대 마련에 기여할 것이다. This study attempts to explore the nature of science anxiety experienced by science-gifted middle school students based on Giorgi's phenomenological research method. Among the first-year middle school students selected by the University-affiliated Science Education Institute for the Gifted, six science-gifted students with high levels of science trait anxiety and science state anxiety experience were selected. Two interviews related to experience of science anxiety were conducted with participants. As a result of the analysis, science anxiety experienced by science-gifted students was caused by setting the ideal self-concept, lack of confidence, past experiences, difficulty in contents, and something valuable. Students complained of physical·physiological, cognitive, emotional·psychological discomfort when they felt science anxiety, and recognized it as an opportunity for growth. In addition, science-gifted students were shown to cope with various ways such as confronting uneasy situations directly or refining their minds to overcome various uncomfortable symptoms that arise when science anxiety is triggered. Some students thought that no special efforts were required to lower their level of anxiety because anxiety was relieved over time. The students had both negative and positive meanings for science anxiety. The results of this study will help teachers in-depth understanding of middle school science-gifted students who experience science anxiety and provide a theoretical basis for what kind of educational environment should be created and educational programs should be provided in relation to science anxiety.

초등교사의 과학교과교육학지식과 학생의 과학불안도와의 관계

신혜영 ( Hye Young Shin ),김효남 ( Hyo Nam Kim ) 한국교원대학교 과학교육연구소 2014 청람과학교육연구논총 Vol.20 No.1

The purpose of this study was to explore the relationship between elementary school teacher``s science pedagogical knowledge level and student’s science anxiety. The study encompassed four schools in Seoul and Gwangju involving 5th and 6th grade students. It was to investigate their science pedagogical knowledge and science anxiety. Pedagogical questionnaires using Park Sung Hye``s questionnaires(2003) and science anxiety questionnaire using SAMS(1992) were utilized. The survey results were correlated using the SPSS 12.0 analysis program. The main conclusions of this study revealed the following: First, science pedagogical knowledge is associated with teachers`` major. Science pedagogical knowledge level of those who majored in science or engineering was slightly higher than the teachers who majored in humanities or social arts. Second, with science anxiety, both grade level and gender were indicators of significant differences. There was a tendency for the 6th grade and/or female students to have higher science anxiety and for it to be lower in 5th grade and/or male students respectively. Finally, There was a negative correlation between the teacher``s science pedagogical knowledge levels and students`` science anxiety. Through the above studies, the relationship between science pedagogical knowledge level of teachers and science anxiety of students were confirmed. Science teachers want their students to learn science while maintaining a low level of science anxiety. If teachers increase their science pedagogical knowledge level in order to reduce the students`` burden of learning content, the students`` reduced learning anxiety will increase learning satisfaction.

초임 초등학교 교사의 과학수업 불안 실태 분석

남유섭 ( Yu Seop Nam ),김효남 ( Hyo Nam Kim ) 한국교원대학교 초등교육연구소 2012 초등교과교육연구 Vol.15 No.-

This study tried to find out science anxiety state of newly-appointed elementary teachers and their relief effort from the science anxiety. A questionnaire of science anxiety was used to 294 elementary teachers who had teaching experience less than five years. And six elementary teachers was interviewed. The main result was that most newly-appointed elementary teachers felt science anxiety in their science classes. Especially female teachers felt more science anxiety than male teachers, and non-science track teachers in their high school, college, or graduate school than science track teachers. Teachers with experience in regional teachers` meeting for science education had less science anxiety. They used internet for the relief of science anxiety. They wanted to participate in in-service education for the relief of science anxiety. And they asked for educational authorities to establish mutual communication system of science teaching materials.

유치원 교사의 과학 교수 불안, 과학 교수 실제 및 유아의 과학에 대한 태도

조부경(Cho Boo-Kyung),고영미(Go Young mi) 한국열린유아교육학회 2006 열린유아교육연구 Vol.11 No.6

본 연구는 유치원 교사의 과학 교수 불안과 과학 교수 실제 및 유아의 과학에 대한 태도와의 관계가 어ㄸ한지 알아보기 위한 것이었다. 과학 교수 불안 검사 결과를 토대로 선정된 과학 교수 불안이 낮은 교사 2명과 높은 교사 2명 및 그 학급 유아를 대상으로 면접, 관찰 및 관련 자료를 수집, 분석하였다. 그 결과 과학 교수 불안이 낮은 교사들은 과학을 부담스러워하지 않으며 자신이 생각한대로 실제를 수행하고 있었으나 그들이 지향하는 과학 교육의 방향과 실제는 교사에 따라 각기 달랐으며, 이에 따라 유아의 과학에 대한 태도 또한 다른 양상을 보였다. 과학 교수 불안이 높은 교사들은 과학을 어려워하고 좋아하지 않으나, 실제 교수에서는 서로 다른 양상을 보였다. 교사의 과학 교수 불안과 유아의 과학에 대한 태도간의 직접적인 관련성은 적었으며, 교수 실제에 따라 유아의 과학에 대한 태도가 관련이 있었다. 이상의 결과는 교사의 과학 교수 불안 그 자체보다는 과학 교수 실제가 유아의 과학에 대한 태도 형성에 밀접한 관련이 있음을 시사하고 있다. 따라서 교사의 과학 교수 실제를 향상시키기 위해서 다각적인 노력이 필요하다는 시사점을 얻을 수 있다. This study identifies the relationships among kindergarten teachers' science teaching anxiety, science teaching practices, and their students' attitudes toward science. Two teachers with low science teaching anxiety, two teachers with high anxiety, and their students were the subjects for this study. A qualitative and quantitative component involved 19 in depth interviews of teachers, 20 non-participant observations, and student interviews based on 'The Children's Attitude toward Science'. Results revealed that the teachers with low anxiety tried their own teaching practices without any conflicts and difficulties, and the teachers with high anxiety did not prefer science or science activities with their students. However, their science teaching goals and methods were all different, unrelated to anxiety. Therefore, their low science teaching anxiety did not positively effect their students' science attitude. Each teacher's science teaching practices were more directively related than anxiety to their students' active attitudes on science. It implies that the multifaced trials to improve teachers' science teaching practice are needed with teachers' low science anxiety.

유치원 교사의 과학 교수 불안에 영향을 주는 교사 내,외적 요인

조부경 ( Boo Kyung Cho ),고영미 ( Young Mi Go ) 한국과학교육학회 2004 한국과학교육학회지 Vol.24 No.2

The purpose of this study was to explore factors influencing kindergarten teachers` science anxiety. The subjects were 182 kindergarten teachers. The career, educational background, scientific literacy, science-related experience, type of kindergarten, age of classroom students, science supporting environment of kindergarten, and students` interest in science were examined as possible factors affecting teachers` science anxiety. The results showed that the science-related experience, science supporting environment of kindergarten, and students` interest in science were related to the teachers` science anxiety. However, the most important factor influencing kindergarten teachers` science anxiety was science-related experience. These results can be interpreted that positive science experiences affect decreasing teachers` science anxiety

과학 학습에서 유발되는 과학상태호기심 및 과학상태불안 수준에 따른 학습효과

강지훈 ( Jihoon Kang ),김지나 ( Jina Kim ) 한국과학교육학회 2021 한국과학교육학회지 Vol.41 No.3

본 연구는 초등학교 5∼6 학년 학생을 대상으로 과학 학습 상황에서 과학상태호기심(Science State Curiosity; SSC) 및 과학상태불안(Science State Anxeity; SSA) 수준에 따른 학습효과를 구명하는데 목적이 있다. 이를 위해 과학 학습을 과학 문제 대면(Ⅰ), 결과 확인(Ⅱ), 과학 개념 학습(Ⅲ)의 세 가지 상황으로 구분하여 각 학습 상황에서 SSC 및 SSA를 측정하여 분석하였다. SSC 및 SSA가 학습효과에 미치는 순 영향을 파악하기 위해 학습효과에 영향을 줄 것으로 예상되는 과학호기심, 인지욕구, 과학자아개념, 과학불안, 흥미를 통제하였다. 과학 문제 대면 상황에서의 SSC 및 SSA를 ‘SSCⅠ’ 및 ‘SSAⅠ’으로, 결과 확인 상황에서의 SSC 및 SSA를 ‘SSCⅡ’ 및 ‘SSAⅡ’로, 과학 개념 학습 상황에서의 SSC 및 SSA를 ‘SSCⅢ’ 및 ‘SSAⅢ’로 정의하였다. 그리고 학습효과를 직후학습효과와 지연학습효과로 구분하여 사전검사 점수에 비하여 직후검사 또는 지연검사 점수가 향상된 정도를 산출하여 분석하였다. 분석결과, 직후학습효과는 SSCⅠ·SSCⅡ가 높을수록, SSAⅠ·SSAⅡ·SSAⅢ가 낮을수록 높았으며, 지연학습효과는 SSCⅠ·SSCⅡ가 높을수록, SSAⅢ가 낮을수록 높았다. SSC가 SSA보다 학습효과에 미치는 영향이 컸으며, 직후학습효과에는 SSCⅡ가, 지연학습효과에는 SSCⅠ이 가장 많은 영향을 미쳤다. 또한 SSCⅢ가 높을수록 추가적인 자발적 학습을 하는 경향이 나타났다. 본 연구의 결과는 과학 학습에서 학생의 정서적 상태에 대한 이해의 폭을 넓히고, 상태호기심 및 상태불안 연구에 대한 이론적 토대를 마련할 것으로 기대된다. The purpose of this study is to investigate the learning effects according to the level of Science State Curiosity (SSC) and Science State Anxiety (SSA) in science learning situation for 5th∼6th grade elementary school students. To achieve this purpose, we measured and analyzed SSC and SSA in each learning situation by dividing science learning into three situations: Confronting scientific task (I), Checking the results (II), and Learning science concepts (III). In order to identify the net effects of SSC and SSA on learning effects, science curiosity, need for cognition, science self-concept, science anxiety, and interest, which were expected to affect the learning effects, were controlled. SSC and SSA in the situation of confronting scientific tasks were defined as ‘SSCⅠ’ and ‘SSAⅠ,’ SSC and SSA in the situation of checking the results were defined as ‘SSCⅡ’ and ‘SSAⅡ,’ and SSC and SSA in the situation of learning science concepts were defined as ‘SSCⅢ’ and ‘SSAⅢ.’ In addition, the learning effects were divided into post-learning effect and delayed post-learning effect, and the degree of improvements in the post- or delayed post-test scores compared to the pre-test score were calculated and analyzed. As a result of the analysis, SSCⅠ·SSCⅡ had a positive effect on the post- and the delayed post-learning effect, but SSAⅢ had a negative effect on the post- and delayed post-learning effect, SSAⅠ·SSAⅡ had a negative effect on the post-learning effect. SSC had a greater effect on learning effects than SSA, and SSCⅡ had the most influence on the post-learning effect and SSCⅠ had the most influence on the delayed post-learning effect. As SSCⅢ increased, there was a tendency to do additional voluntary learning. The results of this study are expected to broaden the understanding of students’ emotional states in science learning and provide a theoretical foundation for studies of state curiosity and state anxiety.

중학교 과학교사들이 타전공 과학 영역을 가르칠 때의 교수 태도 및 교수 불안에 관한 인식 조사

성찬주,정영란 이화여자대학교 교과교육연구소 2013 교과교육학연구 Vol.17 No.2

본 연구의 목적은 중학교 과학교사의 타전공 과학 영역 수업에 대한 교수 태도와 교수 불안을 조사하여 교사 전문성 향상을 위한 방향을 제시하는 것이다. 따라서 서울시 소재 중학교 과학교사 134명의 타전공 과학 영역에 대한 과학 교수 태도와 과학 교수 불안을 분석하여 교사의 전공에 따른 차이를 알아보고 과학 교수 태도와 과학 교수 불안의 상관관계를 알아보았다. 첫째, 중학교 과학교사들의 타전공 과학 영역에 대한 과학 교수 태도는 전공에 따라 차이를 나타냈는데 공통과학 복수전공 교사들의 과학 교수 태도 점수가 가장 높았고 생물전공 교사들은 가장 낮게 나타났다. 둘째, 중학교 과학교사들의 타전공 과학 영역에 대한 과학 교수 불안은 전공에 따라 차이를 보이지 않았다. 그러나 문항분석결과 공통과학 복수전공 교사들은 타전공 과학 영역을 가르치는 것에 대한 불안과 타전공 과학 영역과 관련된 과학 행사 주최에 대한 불안이 다른 전공보다 낮게 나타났다. 셋째, 중학교 과학교사들의 타전공 과학 영역에 대한 과학 교수 태도와 과학 교수 불안은 높은 부적 상관관계를 나타냈다. 과학 교수 태도와 과학 교수 불안의 모든 하위영역들 사이에서도 부적 상관관계가 나타났다. 공통과학 복수전공 교사들의 과학 교수 태도가 다른 전공 교사들보다 긍정적으로 나타난 것으로 보아 과학교사 양성과정에서 공통과학 복수전공을 장려하고 현직교사 연수를 강화할 필요가 있다. This study purposes to provide useful advice for secondary science teachers' professional development by investigating 134 secondary science teachers' attitudes toward teaching and their teaching anxiety with respect to non-major science fields. There are significant differences in 'total score' and 'Need for Science' subscale scores in attitudes toward teaching in non-major science fields among secondary science teachers. This is particularly true for those with Biology majors compared with those who have 'General Science' double majors. Teachers who have 'General Science' double majors have the most positive attitude toward teaching; whereas, teachers who majored in Biology have the most negative attitude toward teaching outside their major. Anxiety about teaching in non-major science fields showed no significant differences with respect to major. The results of an item analysis, however, indicates that teachers who have a 'General Science' double major have little anxiety about teaching in non-major science fields; they also have little fear of holding an event in a non-major science field. There was a strong negative correlation between attitude toward teaching and anxiety about teaching in a non-major science field. In addition, there were negative correlations between every subscale of attitude toward teaching and teaching anxiety. According to the results of this study, teachers who have a 'General Science' double major have more positive attitudes toward teaching; therefore, improvements in the teacher-training curriculum is strongly suggested. Pre-service teachers, for example, are encouraged to be specialized in at least two areas of science.

보육교사의 과학 교과교육학지식과 과학교수태도에 있어서 과학교수불안의 매개효과 연구

황은희 ( Eunhee Hwang ),김다영 ( Dayoung Kim ),신은수 ( Eunsoo Shin ) 미래유아교육학회 2015 미래유아교육학회지 Vol.22 No.4

This study examined the mediating effect of science teaching anxiety and the relationship between pedagogical content knowledge of science teaching and attitude on science teaching among child care teachers. Cluster random sampling of 196 teachers working in daycare center at major cities, small and medium-sized cities, and rural areas have responded to a set of questionnaires measuring pedagogical content knowledge of science teaching, attitude on science teaching, and science teaching anxiety. Using PASW 20.0 and AMOS 18.0, the correlation among pedagogical content knowledge of science teaching, attitude on science teaching, and science teaching anxiety was analyzed. Then, using the structural equation model, a comparative analysis has been conducted between a full mediating model and a partial mediating model. The results indicated that science teaching anxiety had a partial mediating effect on the relationship between pedagogical content knowledge of science teaching and attitude on science teaching, which means that pedagogical content knowledge of science teaching had both direct and indirect effects. Based on the findings of this study, we emphasized the importance of in-service and pre-service child care teachers`` pedagogical content knowledge of science teaching and science teaching anxiety, and suggested several ideas for the future study.

유아교사의 과학 교과교육학지식 수준에 따른 과학교수적극성과 과학불안

조정화,김경숙 한국생태유아교육학회 2013 생태유아교육연구 Vol.12 No.1

본 연구에서는 유아교사의 과학 교과교육학지식 수준에 따른 과학교수적극성과 과학불안 정도를 알아보고자 하였다. 연구대상은 유치원 교사 200명이었으며 설문조사를 통해 교사들의 과학 교과교육학지식, 과학교수적극성과 과학불안을 조사하였다. 연구의 결과는 다음과 같다. 첫째, 유아교사의 과학 교과교육학지식 수준은 보통수준 보다 약간 높았는데 교육과정에 대한 이해도가 가장 높았고, 교육내용, 학습환경, 교수방법 순이었다. 둘째, 과학 교과교육학지식 수준이 높은 유아교사들의 과학교수적극성 정도가 높았으며 반면 과학불안은 낮게 나타났다. 유아교사의 과학 교과교육학지식과 과학교수적극성 간에는 정적상관이 있었고, 과학 교과교육학지식과 과학불안 간에는 부적상관이 있었다. 셋째, 과학 교과교육학지식 중 학습환경, 교육과정, 교수방법과 과학불안이 유아교사의 과학교수적극성을 예측하는 영향력이 있는 변인이었으며 유아교사의 과학교수적극성, 교육내용에 대한 지식은 유아교사의 과학불안을 설명하는 변인이었다. The purpose of this study was to examine the science teaching intentions and science anxiety of early childhood teachers based on their level of pedagogical content knowledge in science teaching. The subjects of the study were 200 kindergarten teachers. The teachers responded to questionnaires as to the degree of their own pedagogical content knowledge of science teaching, teaching intentions and anxiety. The findings were as follows. First, the teachers perceived the degree of their own pedagogical content knowledge in science teaching to be slightly above the average level. Second, The subjects with a high level of pedagogical content knowledge also showed the highest science teaching intentions and the lowest science anxiety. Positive correlations between pedagogical content knowledge and teaching intention were observed but negative correlations were found between pedagogical content knowledge and science anxiety. Lastly, the learning environment, science anxiety, curriculum, and teaching methods were influential factors predicting early childhood teachers' science teaching intentions. Science teaching intention and educational content knowledge were the influential factors explaining their science anxiety.

과학 문제 대면 상황에서 상태호기심 및 상태불안 유발에 영향을 미치는 학습자 변인에 대한 연구

강지훈 ( Kang¸ Jihoon ),김지나 ( Kim¸ Jina ) 한국초등과학교육학회 2021 초등과학교육 Vol.40 No.3

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.