지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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The role and importance of interest in learning has long been emphasized by pedagogists and psychologists.
The objective of this study was to develop a model by analyzing the generation of scientific interest that students came to have while watching videos on life science. For this purpose, we showed life science videos to 44 university students and had them write about scenes stimulating their interest and the reasons.
The videos used in the experiment were a documentary about the life of ‘the ant’ and another documentary titled ‘Animals’ Architecture,’ and data were collected through a self-report survey and interview When collected data were analyzed inductively, scientific interest was generated in three ways. First, the interest was generated by the provision of knowledge. This process had two sub-processes, the provision of new knowledge and the expansion of existing knowledge. Many students reported that their interest was generated when they came to know something unknown to them. Second, the interest was generated by the method of knowledge provision. In other words, the level of interest generated was different according to how the contents of video were presented. That is, interest was stimulated strongly when computer graphics was used or the scene was highly realistic and when adequate background music was used. Third, the interest was generated by abductive thinking. Abductive thinking is a type of inference that explains a given unknown situation based on its similarities to other known situations. This process has sub-processes recall and sympathy through the process of personification. The generating model was developed based on the three ways of scientific interest of generation. The model was expected to be helpful to the development of interesting science learning strategies and teaching-learning materials.
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참고문헌 (26)
참고문헌 신청
Ainsworth, S. / 1999 / The functions of multiple representations / Computers & Education 33 (2) : 131 ~ 152
Berlyne, D. E. / 1974 / Novelty, complexity, and interestingness, In Studies in the New Experimental Aesthetics / Wiley : 175 ~ 180
Hidi, S. / 1990 / Interest and its contribution as a mental resource for learning / Review of Educational Research 60 (4) : 549 ~ 571
Kim, S. / 1999 / Inference: Causal bridging inference: Acause of story interestingness / British Journal of Psychology 90 : 57 ~ 71
Kintsch, W. / 1980 / Learning from text, levels of comprehension, or : Why would read a story anyway / Poetics 9 : 7 ~ 98
Berlyne, D. E. / 1974 / Novelty, complexity, and interestingness, In Studies in the New Experimental Aesthetics / Wiley : 175 ~ 180
Hidi, S. / 1990 / Interest and its contribution as a mental resource for learning / Review of Educational Research 60 (4) : 549 ~ 571
Kim, S. / 1999 / Inference: Causal bridging inference: Acause of story interestingness / British Journal of Psychology 90 : 57 ~ 71
Kintsch, W. / 1980 / Learning from text, levels of comprehension, or : Why would read a story anyway / Poetics 9 : 7 ~ 98
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