DOI QR코드

DOI QR Code

The Effects of Elementary Science Teaching Program strengthening Aesthetic Experiences on Science Learning Motivation and Achievement

심미적 경험을 강화한 초등과학 수업이 과학 학습동기와 학업성취도에 미치는 영향

  • Received : 2015.08.04
  • Accepted : 2015.11.26
  • Published : 2015.11.30

Abstract

The purpose of this study was to examine the effects of elementary science teaching program strengthening aesthetic experiences on science learning motivation and achievement. The subjects of this study were divided into two groups. The experiment group practiced elementary science teaching program strengthening aesthetic experiences, while the control group practiced teacher guided-based instruction. The results of this study were as follows. First, science teaching program strengthening aesthetic experiences gave a significant influence on increasing the science learning motivation. Second, science teaching program strengthening aesthetic experiences gave a significant influence on increasing the science achievement. In conclusion, this study showed that elementary science teaching program strengthening aesthetic experiences gave a positive influence on the science learning motivation and science achievement in elementary school science.

Keywords

aesthetic experiences;science learning motivation;science achievement;elementary science education

References

  1. Bloom, B. S. (1971). Affective consequence of school achievement. In J. M. Block(Ed), Mastery learning. New York: Holt, Rinehart Winston.
  2. Bloom, J. D. (1992). The development of scientific knowledge in elementary school children: A context of meaning perspective. Science Education, 76, 399-413. https://doi.org/10.1002/sce.3730760405
  3. Dreyfus, A., Jungwirth, E. & Eliovitch, R. (1990). Applying the cognitive conflict strategy for conceptual changesome implications, difficulties, and problems. Science Education, 74, 555-569. https://doi.org/10.1002/sce.3730740506
  4. Girod, M. & Wong, D. (2002). An aesthetic (Deweyan) perspective on science learning: Case studies of three fourth graders. The Elementary School Journal, 102(3), 199-226. https://doi.org/10.1086/499700
  5. Hidi, S. (1990). Interest and it's contribution as a mental resource for learning. Review of Educational Research, 1, 69-82.
  6. Hidi, S. (2006). Interest and it's contribution as a mental resource for learning. Review of Educational Research, 60, 549-571.
  7. Hoffman, L. (2002). Promoting girls' interest and achievement in physics classes for beginners. Learning and Instruction, 12, 447-465. https://doi.org/10.1016/S0959-4752(01)00010-X
  8. Hong, M., Jeong, E., Lee, M. & Kwak, Y. (2006). Analysis of Korean middle school student science achievement at international benchmarks in TIMSS 2003. Journal of the Korean Association for Science Education, 26(2), 246-257.
  9. Hutcheson, F. (1973). An inquiry concerning beauty, order, harmony, design (Martinus Nijhoff, the hague).
  10. Jang, K. (1993). Gender difference on experience, attitude, future job preference and achievement concerning physics. Master's thesis, Seoul National University, Seoul, South Korea.
  11. Jeong, E. (2005). An analysis of Korean middle school students' achievement of life science in TIMSS 2003. Biology Education, 33(3), 277-290.
  12. Jeong, E., Park, J. & Kim, K. (2006). An analysis of Korean middle school student science achievement in Trends in International Mathematics and Science Study (TIMSS 2003). Journal of the Korean Association for Science Education, 26(1), 99-113.
  13. Kahle, J. B., Lakes, M. L. & Cho, H. H. (1985). An assessment of the impact of science experiences on the career choice of male and female biology students. Journal of Research in Science Teaching, 22, 385-394. https://doi.org/10.1002/tea.3660220502
  14. Keller, J. M. (1983). Motivational design of instruction. In C. M. Reigeluth (Ed.). Instructional design theories and models: An overview of their current status. Hillsdale, NJ: Erlbaum.
  15. Keller, J. M. (1987). Development and use of the ARCS model of motivational design. Journal of Instructional Development, 10(3), 2-10. https://doi.org/10.1007/BF02905967
  16. Kelly, G. A. (1977). The psychology of the unknown, In Bannister, D. (Ed). New perspectives in personal construct theory. N. Y.; Academy Press.
  17. Kim, B. & Kwon, J. (1995). The influence of the types of scientific concepts and the patterns of cognitive conflict on the change of students conceptions. Journal of the Korean Association for Science Education, 15(4), 472-486.
  18. Kim, H. (2010). Types of high-school students' aesthetic experiences and the effects on their affinity for science. New Physics: Sae Mulli, 60(3), 293-299. https://doi.org/10.3938/NPSM.60.293
  19. Kim, S. (1996). A study of causal relationship on science process skills and students' characteristics by covariance structure analysis. Doctoral dissertation, Korea National University of Education, Chungbuk, South Korea.
  20. Krapp, A. (2002). Structural and dynamic aspects of interest development: Theoretical considerations from an onto genetic perspective. Learning and Instruction, 12, 383-409. https://doi.org/10.1016/S0959-4752(01)00011-1
  21. Kwak, Y., Kim, C., Lee, Y. & Jeong, D. (2006). Investigation on elementary and secondary students' interest in science. Journal of the Korean Earth Science Society, 27(3), 260-268.
  22. Lee, H. (2012). A study on scientific experience and motivation to leam science of elementary students. Master's thesis, Seoul National University of Education, Seoul, South Korea.
  23. Lee, J. (2000). (A) Study on the interest and achievement of the elementary school science. Master's thesis, Seoul National University of Education, Seoul, South Korea.
  24. Lee, M. & Jeong, E. (2004). A study on factors in school science influencing students' attitudes toward science. Journal of the Korean Association for Science Education, 24(5), 946-058.
  25. Lee, M. & Kim, K. (2004). Relationship between attitudes toward science and science achievement. Journal of the Korean Association for Science Education, 24(2), 399-407.
  26. Lee, S., Shin, H., Myeong, J. & Kim, C. (2010). The effect of science museum educational program on primary school students' science learning motivation. Journal of Korean Elementary Science Education, 29(1), 47-55.
  27. Milne, I. (2005) Creative aesthetic experiences and awe, wonder, and interest. Implications for primary science Key note address NZASE/TRRC primary science conference.
  28. Milne, I. (2010). A sense of wonder, arising from aesthetic experiences, should be the starting point for inquiry in primary science. Science Education International, 21(2), 102-115.
  29. Ministry of Education and Science Technology (2009). 2009 Revision curriculum : Science curriculum.
  30. National Science Board (1991). Science and engineering indicators 1991. Washington, DC: US Government Printing Office.
  31. Novak, J. D. (2002). Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners. Science Education, 86, 548-571. https://doi.org/10.1002/sce.10032
  32. Oh, J. (2004). The effects of science instruction using ARCS model on learning motive and academic achievement. Master's thesis, Busan National University of Education, Busan, South Korea.
  33. Park, Y. (2005). The correlation between the middle and high school students' level of science-related experience and their attitude toward science. Master's thesis, Ewha Womans University, Seoul, South Korea.
  34. Reynold, A. J. & Welberg, H. J. (1991). A structural model of science achievement. Journal of Educational Psychology, 83(1), 97-107. https://doi.org/10.1037/0022-0663.83.1.97
  35. Ryan, R. M. & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67. https://doi.org/10.1006/ceps.1999.1020
  36. Ryu, J. (2006). (The) development and application of classified framework of asking questions for elementary science teaching. Doctoral dissertation, Korea National University of Education, Chungbuk, South Korea.
  37. Schunk, D. H. (1989). Self-efficacy and achievement behaviors. Educational Psychology Review, 1, 173-208. https://doi.org/10.1007/BF01320134
  38. Schunk, D. H.(1984). Sequential attributional feedback and children's achievement behaviors. Journal of Educational Psychology, 76, 1159-1169. https://doi.org/10.1037/0022-0663.76.6.1159
  39. Shirly, L. L. & Reynolds, R. E. (1988). Effects of interest on attention and learning. Journal of Educational Psychology, 80(2), 159-166. https://doi.org/10.1037/0022-0663.80.2.159
  40. Solomon, J. (2004). Do primary school children ask spiritual questions. Education in Science, 207, 10-11.
  41. Uitto, A., Juuti, K., Lavonen, J. & Meisalo, V. (2006) Students' interest in biology and their out-of-school experiences. Journal of Biological Education, 40(3), 124-129. https://doi.org/10.1080/00219266.2006.9656029
  42. Wellington, J. J. (1991). Newspaper science, school science: Friends of enemies. International Journal of Science Education, 13(4), 363-372. https://doi.org/10.1080/0950069910130401
  43. Yoon, M. & Kim, S. (2003). A study on constructs of subject-specific interests and its relationship with academic achievement. The Korean Journal of Educational Psychology, 17(3), 271-290.
  44. Zion, M. & Sadeh, I. (2007). Curiosity and open inquiry learning. Journal of Biological Education, 41(4), 162-168. https://doi.org/10.1080/00219266.2007.9656092

Acknowledgement

Supported by : 부산교육대학교