科學的思考力의 發達水準과 科學學業成就度와의 關係

Abstract

The purpose of this study was to investigate the relationship of the developmental level of scientific thinking patterns and science academic achievement using students enrolled in the 2nd year of a middle school in Seoul. In this study the following questions were raised to achievement : 1. What is the relationship of the using of proportional logic and science academic achievement? 2. What is the relationship of the using of controlling variables and science academic achievement? 3. What is the relationship of the using of logical thinking and science academic achievement? 4. What is the relationship of the using of propositional logic and science academic achievement? 5. What is the relationship of the using of probabilistic logic and science academic achievement? 6. What is the relationship of the using of combinatorial logic and science academic achievement? 7. What is the relationship of the using of two-demensional reasoning and science academic achievement? For the answers to the above questions four kinds of test materials, that is, proportional logic test, controlling variables test, logical thinking test and scientific academic achievement were employed. Through using these tests it was investigated whether or not he scientific thinking patterns were affected to the understanding of scientific knowledge. In this study 137 male students enrolled in a middle school in Seoul were used as a sample, the average age was 14. Data were abtained using 4 test materials including 'How's your Logic?', Karplus's 'Ratio' and 'Controlling Variables', and academic achievement which was constructed by Han and validated by 35 experienced science teachers. For data analysis and interpretation, multiple regression analysis, half-split correlation, and x^(2)-technique were used in this study. In this study the investigator set up the following seven Null-Hypotheses to be tested. 1. There would be no meaningful relationship of the using of proportional logic and science academic achievement. 2. There would be no meaningful relationship of the using of controlling variables and science academic achievement. 3. There would be no meaningful relationship of the level of logical thinking and science academic achievement. 3-1. There would be no meaningful relationship of the using of propositional logic and science academic achievement. 3-2. There would be no meaningful relationship of the using of probabilistic logic and science academic achievement. 3-3. There would be no meaningful relationship of the using of combinatorial logic and science academic achievement. 3-4. There would be no meaningful relationship of the using of two-demensional reasoning and science academic achievement. These Hypotheses were tested using x^(2)-technique. The findings of this study were as follows; The science academic achievement of students were highly related to whether or not they have scientific thinking patterns such as conservation, combination, proportional, probability propositional reasoning. For instance, the result of this study shows the highly significant correlation between the achievement and logical thinking (r=.905), proportional reasoning (r=.708) and controlling variables (r=.617). As a result, it is noteworthy that the forming of logical thinking is a significant factor which is predicting the level of science academic achievement. At the same time Null-Hypotheses for this study were denied at the statistically significant level (p<.0001-p<.01). In other words, this study suggests that there is a positive relationship between the level of science academic achievement and scientific thinking patterns.;우리나라 중학교 科學敎育課程에 제시된 주요 교육목표는 과학적 기초개념의 이해와 과학적 탐구방법 및 과학적사고의 伸張이다. 본 연구에서는 과학적사고의 발달수준과 과학학업성취도와의 관계를 究明하는 데 그 목적이 있다. 따라서 본 연구에서는 다음과 같은 구체적 문제의 해답을 얻으려고 하였다. 1. 比例論理의 形成與否와 科學學業成就度와는 어떤 관계가 있는가? 2. 變因統制論理의 형성여부와 과학학업성취도와는 어떤 관계가 있는가? 3. 論理的思考의 發達水準과 과학학업성취도와는 어떤 관계가 있는가? 4. 命題論理의 형성여부와 과학학업성취도와는 어떤 관계가 있는가? 5. 確率論理의 형성여부와 과학학업성취도와는 어떤 관계가 있는가? 6. 組合論理의 형성여부와 과학학업성취도는 어떤 관계가 있는가? 7. 二元推理의 형성여부와 과학학업성취도는 어떤 관계가 있는가? 본 연구문제의 해답을 얻기 위해 서울 시내 중학교 2학년 남학생(평균 연령 14세) 137명을 대상으로 比例論理 검사, 變因統制 論理검사, 論理的思考 검사 그리고 과학학업성취도 검사등 4가지 도구를 사용하여 과학적사고 要因의 형성여부를 조사하고 그 결과와 과학학업성취도와의 관계를 구명하였다. 그리고 본 연구에서는 다음 7가지의 零假說을 설정하여 그 眞僞를 x^(2)-검사법으로 검증하였다. 본 연구의 零假說은 다음과 같다. 1. 比例論理의 형성여부와 과학학업성취도는 의의있는 관계가 없을 것이다. 2. 變因統制論理의 형성여부와 과학학업성취도는 의의있는 관계가 없을 것이다. 3. 論理的思考의 발달수준과 과학학업성취도는 의의있는 관계가 없을 것이다. 3-1 命題論理의 형성여부와 과학학업성취도는 의의있는 관계가 없을 것이다. 3-2 確率論理의 형성여부와 과학학업성취도는 의의있는 관계가 없을 것이다. 3-3 組合論理의 형성여부와 과학학업성취도는 의의있는 관계가 없을 것이다. 3-4 二元推理의 형성여부와 과학학업성취도는 의의있는 관계가 없을 것이다. 본 연구에서는 다음과 같은 결과를 도출하였다. 우선 과학학업성취도는 과학적사고력과 높고 의의있는 상관관계를 보여주었다. 예컨대 논리적사고(r=.905), 비례논리(r=.708), 변인통제논리(r=.617)등의 顔으로 높은 상관관계를 나타냈다. 따라서 논리적사고의 형성여부는 과학학업성취도를 예언하는 의의있는 요인이라는 점이 밝혀졌다. 한편 본 연구의 零假說은 모두 통계적으로 의의있는 수준(P<.0001∼P<.01)에서 부정되었다. 다시 말해서 과학학업성취도와 과학적사고력의 각 요인들과의 肯定的인 관계가 있음을 시사하고 있다.;국 영문초록 수록