중학생의 과학 불안이 학습양식 유형에 미치는 영향

Abstract

본 연구의 목적은 중학생들의 과학 불안 및 학습양식을 비교 분석하고, 과학 불안과 학습양식, 과학성취도와의 관계를 규명하며, 과학 불안이 학습 양식 유형에 미치는 영향을 밝혀서 보다 효과적이며 효율적인 교수 학습과 학습자에게 실질적인 도움을 주기 위함에 있다. 이를 위하여 밝히고자 하는 연구문제는 다음과 같다. 첫째, 학생 특성(성별, 학년별)에 따른 학습양식과 과학 불안은 어떠한가? 둘째, 과학과 학업 성취에 있어 수준별 집단에 따른 학습양식과 과학 불안은 어떠한가? 셋째, 과학 불안과 학습양식의 상관관계는 어떠한가? 넷째, 과학 불안이 학습양식에 미치는 영향은 어떠한가? 위의 문제를 알아보기 위해부산 시내 4개구에 소재한 남, 여 중학생 각 410명을 선정하여 학습양식과 과학 불안을 검사하였다. 본 연구의 분석을 통하여 다음과 같은 결과를 얻었다. 첫째, 여학생이 남학생보다 과학 불안의 모든 영역에서 불안 정도가 더 높은 것으로 나타났으며 (p<.001), 학년은 3학년이 2학년보다 높게 나타났다. 학습양식에 있어서는 남학생이 여학생보다 독립형, 경쟁형, 참여형 학습양식이 높았으며, 여학생은 남학생보다 의존형, 협동형, 회피형 학습양식이 높았다. (p<.05), 3학년이 2학년 보다 독립형, 의존형, 회피형이 높았고, 2학년은 경쟁형, 협동형, 참여형이 더 높게 나타났다. 둘째, 과학성취도가 낮을수록 과학 불안은 높게 나타났으며 (p<.001), 학습양식에서는 과학성취가 높을수록, 독립형과 경쟁형, 참여형 양식이 높게 나타났고 (p<.001), 과학성취가 낮을수록 회피형 학습 양식이 높게 나타났으며, 이는 통계적으로도 유의한 차이를 보였다(p<.01). 셋째, 과학 불안과 학습 양식 중 독립형 (r=-.193), 경쟁형 (r=-.181), 참여형 (r=-.312)과는 부(-)적인 상관관계를 보여, 과학 불안이 높을수록 독립형, 경쟁형, 참여형의 학습양식은 낮아짐을 알 수 있었다(p<.01). 그리고 마지막으로 과학 불안 중 과학과 관련된 일상적 상황은 학습 유형 중 독립형(B=-.327, p<.001), 경쟁형(B=-.305, p<.001), 그리고 참여형(B=-.244, p<.001)에 부(-)적인 영향을 미치고, 회피형(B=.293, p<.001)에는 정(+)적인 영향을 미치는 것으로 나타났다.

The purpose of this study is to student for give practical help and more efficient and useful teaching method by comparing the science anxiety and the Learning style of middle school students and analyzing it, and finding out relation with the science anxiety, the Learning style, and the scientific achievement, so that this study finds out relation between the science anxiety and the Learning style factors, The study issue that we will find out for this as follows. The first, How are the Learning style and the scientific fear as students characteristics? The second, How is the Learning style as the scientific achievement? The third, How is the science anxiety as the scientific achievement? The forth, How is a correlation of the Learning style and the science anxiety? In order to inquire into the above issue we executed an inspection with the boys and girls middle school students for each 410 people located in 4 districts in Busan city On an inspection tool, we used GRSLSQ (Grasha Reichmann Student Learning Style Questionnaire) that ImChangJae(1994) reorganizationed the Learning style testsheet of Grasha and Reichmann (1974), inspected science anxiety with the testheets that GimJinBi(2002) reorganizationed that LeeJaeCheon (1992) developed The SAMI(Scince Anxiety Measurement Instrument). We divided the class order of the second semester middle and a term-end test to the first, the second, and the third grades with the scientific achievement of the analysis object, and used it On the base of the collected data, in order to watch a difference of the science anxiety and the Learning style by the trouble according to a general matter of a respondent and a correlation among verification and one way-anova and the science anxiety and the Learning style field we analyzed correlation, and we executed regression analysis in order to look into the influence for science anxiety to the learning type. The actual proof analysis of this study has verified all level of significance p<.05, p<.01, p<.00I, we used SPSSWIN 12.0 program for A statistical process and analyzed it . We got the following results through analyses of this study. The difference of the science anxiety and the Learning style by the sex and grade is as the following. Girls appeared higher the fear degree than boys in all fields of science anxiety(p<.001), the third grade appeared higher than the second grade. For the Learning style, boys was more independent, competitive and participative type than girls, girls was more used the Learning style of the dependent, cooperative and evasional type than boys(p<.05), the third grade was higher independent ,dependent and evasional type than the second grade, and the second grade was higher competitive, cooperative and participative type the second , the difference of the science anxiety and the Learning style by the scientific accomplishment level group is as following. First of all, the more the scientific achievement was low, the more the science anxiety appeared high(p<.001), in the Learning style the more scientific achievement was high, the more independent, competitive and participative type was high(p<.001), and the more the scientific achievement was low, the more evasional type was high, so this showed the attentive difference for statistical statement(p<.01). The third, the verificational facts with the correlations of the Learning style and the science anxiety is as following. It showed a minus correlation the science anxiety and the independent type(r=-.193), competitive type(r=-.181), participative type(r=-.312), we knew that the more the science anxiety was high, the more the Learning style of independent, competitive and participative type was low (p<.01). And the dependent type( r=.379 ) and evasional type(r=.568) of the Learning style were a plus correlation, the more the science anxiety was high, the more the Learning style of evasional type was high(p<.01).