중학생의 자기조절학습능력 수준에 따른 과학의 탐구능력 및 과학의 정의적 영역 특징 분석

• Published in: 과학교육연구지 Vol. 35; no. 2; pp. 307 - 323
• Main Authors: 김순옥, Soon Ok Kim, 서혜애, Hae Ae Seo
• Format: Journal Article
• Language: Korean
• Published: 경북대학교 과학교육연구소 30.12.2011; 과학교육연구소
• Subjects: affective domain of science; science inquiry skill; self-regulated Learning ability; 교육학
• ISSN: 1225-3944; 2733-4074
• DOI: 10.21796/jse.2011.35.2.307

The study aims to investigate self-regulated learning ability (SRLA) of students and analyze its relationship to their science inquiry skill and affective domain of science in middle schools in Korea. For this end, the research questions include the followings: First, what level is SRLA of middle school students? Second, how does the relationship between SRLA and science inquiry skill look like? Third, how does the relationship between SRLA and affective domain of science look like? A research method employed in the study is the survey utilizing three questionnaires: a) a questionnaire of SRLA (Jung et al., 2004); b) a questionnaire of problem finding ability of the science inquiry skill (Jung et al., 2004); and c) a questionnaire of science affective domain (Seo et al., 2008, adopted from 2006 PISA Student Questionnaire). Responses to three questionnaires by 704 students from seven middle schools in Busan, Ulsan, and Gyeongnam in Korea were analyzed. The research findings were as follows: First, mean average scores of SRLA is 3.02 (±0.63) in 5 Likert scale (1 = strongly disagree; 5 = strongly agree). Second, students with higher scores in science inquiry skill showed significantly (p<.05) higher scores in SRLA than others. Third, boys scored higher on self-efficacy scale than girls. As students advance their grade level, their affective domain levels of science significantly (p=.048) decreases, in particular, their self-efficacy level most significantly (p=.002) decreases. Fourth, SRLA was significantly (p=.000) correlated with science inquiry skill and affective domain of science. In conclusions, it appeared that the higher SRLA level of students in middle schools is, the higher level of science inquiry skill and affective domain of science is.