학술논문
학습정서를 고려한 자유탐구가 과학영재학생의 창의적 사고역량과 탐구 정서에 미치는 영향 / The Creativity Competence and the Change of Emotion on Inquiry of Science Gifted Students through Open Inquiry Class Designed by Considering Learning Emotion
Document Type
Dissertation/ Thesis
Author
Source
Subject
Language
Korean
Abstract
본 연구는 통제-가치 이론과 정서를 고려한 자유탐구가 과학영재학생들의 핵심역량과 탐구에 대한 정서에 어떤 영향을 미치는지 연구하였다. 정서 이론을 자유탐구에 적용하여 창의적 사고역량과 정서를 변화시켰다는 측면에서 의의가 있다. 대상은 대전소재 과학영재학교 3학년 59명의 학생들이며 5차시 동안 수업 시간을 통해 자유탐구가 수행되었다. 과학탐구가 끝난 후 학생 스스로 유용한 탐구를 했다는 생각이 들도록 과학탐구에 대한 질적인 평가를 실시하였고, 학생들의 통제감을 높이기 위해 쉽게 과학탐구에 성공할 수 있도록 다양한 문제발견 전략을 학생들에게 제시하였다. 수업시간에 질문을 잘 안 하는 학생들의 정서를 고려하여 개인적으로 탐구에 대해 언제든 물어보고 피드백 받을 수 있도록 하였다. 또 열심히 탐구하는 분위기를 만들기 위해 우수한 사례들에 대해 즉각 격려하고 그 내용은 전체 학생들과 공유하였다. 연구 결과 창의적 사고역량이 통계적으로 유의하게 향상되었고(p
The purpose of this study is to investigate the effect of process - centered free inquiry learning considering learning emotion on the creativity competencies of science gifted students and the emotion about scientific inquiry. To do this, we conducted a free inquiry as a process - centered evaluation considering the control - value theory and Korean emotion. After the inquiry, the students made a qualitative evaluation about scientific inquiry so that they thought that they had made a valuable and useful inquiry when they thought of themselves, and presented various problem-finding strategies to students so that they could easily explore in order to increase their control. Following the guidance, students conducted a free inquiry in the curriculum by discovering, elaborating and experimenting on the topic of inquiry in classroom hour. In consideration of the emotions of Koreans who were hesitating to ask questions in class, students were able to inquire about the inquiry at any time and receive feedback from teachers. We promptly encouraged excellent cases to share with the students in order to create a mood for active exploration. As a process-centered evaluation, we set the parameters of fairness, learning effect, and individual feedback as independent variables, and set the parameters of the integrated inquiry perspective and classroom atmosphere to explore enthusiastically. These variables were used to analyze the effect on creativity competence and the emotion about scientific inquiry. As a result, statistically significant creative thinking ability was improved, and the emotion about scientific inquiry changed from negative to positive. The creative thinking competency was found to be influenced statistically by the integrated inquiry perspective and classroom atmosphere. In the case of the group with relatively strong creativity competencies, the creative thinking ability was improved mainly based on the integrated inquiry perspective. On the other hand, in the case of the group with relatively low creativity competencies, the creative thinking ability was improved as a result of doing the best according to the classroom atmosphere. The atmosphere-sensitive Korean students emotion is effective for low creativity competencies groups. For reference, integrated inquiry perspective is formed by fairness and learning effect. In the case of group with excellent creativity competencies, it is shown that it mainly improves integrated inquiry perspective through individual feedback, and the classroom atmosphere of inquiry is influenced by fairness. The emotions about scientific inquiry were found to have a positive emotion due to integrated inquiry perspective, classroom atmosphere, and learning effect. In the case of groups with relatively strong creativity competencies, positive emotions were reinforced and negative emotions were suppressed mainly through the integrated inquiry perspective. Although fairness evaluation directly affects creative thinking ability and emotion about scientific inquiry negatively, it was compensating the negative affects by positive emotions from elaborating the creative thinking ability and emotion about scientific inquiry mediated through integrated inquiry perspective and classroom atmosphere formation. In summary, gifted students who have excellent core competencies have improved their creative thinking ability by having integrated inquiry prospective with the help of fairness, learning, and individual feedback, and the emotion about scientific inquiry have changed positively. On the other hand, gifted students with relatively low core competencies improved their creative thinking ability by making their best efforts in accordance with the classroom atmosphere created by the help of fairness and learning effect, and made positive emotion about scientific inquiry. it was confirmed that the integrated inquiry prospective applying the control - value theory and the classroom atmosphere considering the emotion of the Korean students contributed to the improvement of the creative thinking ability and the positive emotion about scientific inquiry. It is expected that the free inquiry designed in consideration of the control-value theory and the emotion of the Korean students can be useful in changing the students' emotions about scientific inquiry and improving the creative thinking ability. Furthermore, it is expected to be more useful in the Korean 2015 revision curriculum, which emphasizes process-based evaluation.
The purpose of this study is to investigate the effect of process - centered free inquiry learning considering learning emotion on the creativity competencies of science gifted students and the emotion about scientific inquiry. To do this, we conducted a free inquiry as a process - centered evaluation considering the control - value theory and Korean emotion. After the inquiry, the students made a qualitative evaluation about scientific inquiry so that they thought that they had made a valuable and useful inquiry when they thought of themselves, and presented various problem-finding strategies to students so that they could easily explore in order to increase their control. Following the guidance, students conducted a free inquiry in the curriculum by discovering, elaborating and experimenting on the topic of inquiry in classroom hour. In consideration of the emotions of Koreans who were hesitating to ask questions in class, students were able to inquire about the inquiry at any time and receive feedback from teachers. We promptly encouraged excellent cases to share with the students in order to create a mood for active exploration. As a process-centered evaluation, we set the parameters of fairness, learning effect, and individual feedback as independent variables, and set the parameters of the integrated inquiry perspective and classroom atmosphere to explore enthusiastically. These variables were used to analyze the effect on creativity competence and the emotion about scientific inquiry. As a result, statistically significant creative thinking ability was improved, and the emotion about scientific inquiry changed from negative to positive. The creative thinking competency was found to be influenced statistically by the integrated inquiry perspective and classroom atmosphere. In the case of the group with relatively strong creativity competencies, the creative thinking ability was improved mainly based on the integrated inquiry perspective. On the other hand, in the case of the group with relatively low creativity competencies, the creative thinking ability was improved as a result of doing the best according to the classroom atmosphere. The atmosphere-sensitive Korean students emotion is effective for low creativity competencies groups. For reference, integrated inquiry perspective is formed by fairness and learning effect. In the case of group with excellent creativity competencies, it is shown that it mainly improves integrated inquiry perspective through individual feedback, and the classroom atmosphere of inquiry is influenced by fairness. The emotions about scientific inquiry were found to have a positive emotion due to integrated inquiry perspective, classroom atmosphere, and learning effect. In the case of groups with relatively strong creativity competencies, positive emotions were reinforced and negative emotions were suppressed mainly through the integrated inquiry perspective. Although fairness evaluation directly affects creative thinking ability and emotion about scientific inquiry negatively, it was compensating the negative affects by positive emotions from elaborating the creative thinking ability and emotion about scientific inquiry mediated through integrated inquiry perspective and classroom atmosphere formation. In summary, gifted students who have excellent core competencies have improved their creative thinking ability by having integrated inquiry prospective with the help of fairness, learning, and individual feedback, and the emotion about scientific inquiry have changed positively. On the other hand, gifted students with relatively low core competencies improved their creative thinking ability by making their best efforts in accordance with the classroom atmosphere created by the help of fairness and learning effect, and made positive emotion about scientific inquiry. it was confirmed that the integrated inquiry prospective applying the control - value theory and the classroom atmosphere considering the emotion of the Korean students contributed to the improvement of the creative thinking ability and the positive emotion about scientific inquiry. It is expected that the free inquiry designed in consideration of the control-value theory and the emotion of the Korean students can be useful in changing the students' emotions about scientific inquiry and improving the creative thinking ability. Furthermore, it is expected to be more useful in the Korean 2015 revision curriculum, which emphasizes process-based evaluation.