심리적 과학학습 환경에 대한 인식과 자기조절학습능력 연구
- Issued Date
- The purpose of this study was to investigate correlation between self-regulated learning ability and middle school and high school students' perception of psychological learning environment generated by science teachers and instructors. For this purpose, examination was made on middle school and high school students' perception of psychological learning environment created by science teachers or science instructors in academies, and difference between psychological learning environment perceived by students and the environment judged by science teachers for themselves. The correlation between students' perception and self-regulated learning ability was checked as well.
Aiming at 280 students including 70 male and 70 female second grade students of middle school and 70 male and 70 female freshmen of general high school, Psychological Learning Environment Instrument by Science Teacher(PLEIS) and Motivated Strategies for Learning Questionnaire(MLSQ) were used to collect data.
The conclusions were derived from this study as the following:
With regard to middle school students' perception of psychological learning environment, male students showed high-level perception of teachers' coercive atmosphere, while they showed relatively low-level perception of frequency of praise during instruction. Female middle schoolers indicated high-level perception of teachers' indifferent attitude, while low-level perception of learning speed, which revealed difference between male and female students. As far as high school students are concerned, male students indicated higher-level perception of teacher's coercive atmosphere as male middle school students did, while relatively lower perception of formal experiment. Female high schoolers showed higher perception of teachers' indifferent attitude as female middle school students did, while lower-level perception of discussion and presentation after experiment.
In respect of middle school students' perception of psychological learning environment generated by science instructors in academies, male students perceived coercive atmosphere caused by the instructors as they perceived it from school teachers, while female students had high-level perception of intimacy between instructors and students. Male and female students showed low-level perception of use of audio-visual materials by the instructors. Male and female high school students showed higher perception of intimacy between instructors and students and coercive atmosphere respectively. As for use of audio-visual materials by instructors, they had low-level perception like middle school students.
The result of comparing science teachers' perception of psychological learning environment with students' perception revealed that teachers had higher perception of items excepting for warm-hearted atmosphere, theory-based instruction in classroom, and instruction depending on research subjects than students did. This means that teachers overestimate themselves compared to what students feel, which suggests the need for teachers to think about the reason and reflect their own techniques, behavior, and attitudes.
As for self-regulated learning ability, male middle school students showed high self-regulated learning ability in the process of mastering what they learned and female students in repeating and memorizing what they learned. On the other hand, male students had low-level ability to review and female students had low-level ability to distinguish relevant information from irrelevant one. Both male and female high school students showed high-level learning ability in repetition and memorizing of information, while low-level learning ability in distinguishing relevant information from irrelevant one. This result revealed that big difference did not exist between male and female high school students. As a result of correlation analysis between self-regulated learning ability and psychological learning environment generated by science teachers, Pearson correlation coefficient was 0.023, which means two variables were little correlated with each other. environments vary from teachers' gender, age, career year, and major?
3. How does students' perception of psychological learning environments differ from teachers' perception of psychological learning environments?
4. How is degree of interaction with teachers that students recognize?
5. Is there any relation between degree of interaction with teachers that students recognize and perception of psychological learning environments?
To find out these questions, this study sampled 503 middle school students and 16 teachers who teach them from 6 classes in Jeolla-do Y-City.
Data was analyzed by various statistical method using SPSS 12.0, and the results are following.
First, average difference between boys' and girls' perception of psychological learning environments was not large, and there was no perception difference by grades, but there were meaningful differences by science achievement, science preference, and self-efficacy in science.
Second, there were no perception of psychological learning environments differences in science teachers' gender, age, career year, and major.
Third, average difference between teachers' and students' perception of psychological learning environments was not large, showing no statistical significance. But teachers' perception of psychological learning environments was higher than students' in 9 classes out of 16, and students' perception of psychological learning environments was higher than teachers' in 7 classes. In addition, there were many significant results in sub categories.
Fourth, as a result of (chi square) test, there were many meaningful differences in degree of interaction with teachers that students recognize by students' gender, grade, science achievement, science preference, and self-efficacy in science.
Fifth, the result of searching relationship of perception of psychological learning environments and student-teacher interaction was that there was correlation between degree of perception on psychological learning environments and student-teacher interaction.
The result of this study would help schools and teachers to provide better educational environments, and to initiate appropriate school curriculum and science-instruction, and to establish a new picture of teachers for learner-centered curriculum.
- Alternative Title
- The study of the psychological environment for the effective science learning and self-regulated learning abilities
- Alternative Author(s)
- Kwon, Eun Ju
- 조선대학교 교육대학원
- 교육대학원 화학교육
- Awarded Date
- 2006. 8
- Table Of Contents
- I. 서론 = 1
A. 연구의 필요성 및 목적 = 1
B. 연구 문제 = 2
C. 연구의 제한점 = 3
D. 용어의 정의 = 3
II. 이론적 배경 = 5
A. 교사에 의해 조성되는 심리적 학습 환경 = 5
B. 자기조절학습 = 6
C. 관련 선행연구 = 12
III. 연구방법 = 20
A. 연구 절차 = 20
B. 연구 대상 = 20
C. 검사 도구 = 21
D. 자료 수집 = 24
E. 자료 처리 및 분석 = 24
IV. 연구결과 및 분석 = 26
A. 학교·학원 수업의 심리적 학습환경 인식 = 26
B. 자기조절학습능력과 심리적 학습환경 = 40
C. 실험 관련 심리적 학습환경 = 46
D. 개별교사에 따른 심리적 학습환경의 차이/상관관계 = 51
Ⅴ. 결론 및 제언 = 55
참고문헌 = 58
부록 = 61
- 조선대학교 교육대학원
- 권은주. (2006). 심리적 과학학습 환경에 대한 인식과 자기조절학습능력 연구
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