Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
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Comparing Types and Creativity Level of Scientific Humors Made by General and Scientifically-Gifted Elementary Students and Their Perceptions for Educational Benefits of Making Scientific Humor

초등 일반 및 과학영재 학생의 과학 유머 유형과 창의성 수준, 과학 유머 만들기의 교육적 효과에 대한 인식 비교

  • Received : 2019.04.19
  • Accepted : 2019.05.09
  • Published : 2019.06.30
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Abstract

This study compared the types and creativity level of scientific humors made by general and scientifically-gifted elementary students and their perceptions for educational benefits of making scientific humor. To do this, fifth graders (n=42) at an elementary school and fifth graders (n=38) at a gifted science education institutes in Seoul were selected. Scientific humors made by the students were analyzed and compared according to their types and creativity levels in scientific humor. The students' perceptions for educational benefits of making scientific humor were also analyzed and compared through a questionnaire. Analysis of the results reveal that there were some differences in the incidence rates in 'form' aspects (e.g., generative and descriptive forms) and 'content' aspects (e.g., inclusion of curriculum, scientific discipline, type in use of scientific knowledge, and nature of the situation) between the scientifically-gifted and general elementary students. The scientifically-gifted students also made more fluent, flexible, and original, but similarly useful scientific humors than the general students. Most of general and scientifically-gifted elementary students perceived positively the educational benefits of making scientific humor based on various cognitive and affective aspects.

이 연구에서는 초등 일반 및 과학영재 학생이 만든 과학 유머의 유형과 창의성 수준, 과학 유머 만들기의 교육적 효과에 대한 인식을 비교하였다. 이를 위해 서울특별시 소재 초등학교의 일반 학생 42명과 과학영재교육원 소속 학생 38명을 선정하였다. 그리고 이 학생들이 만든 과학 유머의 유형과 창의성 수준, 과학 유머 만들기의 교육적 효과에 대한 인식을 분석 및 비교하였다. 연구 결과, 과학 유머의 유형의 경우 생성 형태와 기술 형태 등의 '형태' 측면과 교육과정 포함 여부, 과학 학문 영역, 과학 지식 활용 유형, 상황의 작위성 등의 '내용' 측면의 생성 비율에서 과학영재 학생과 일반 학생 사이에 약간의 차이가 있었다. 또한 일반 학생보다 과학영재 학생들이 더 유창하고 융통적이며 독창적인 과학 유머를 만들었으나, 과학 유머의 유용성에 대해서는 일반 학생과 과학영재 학생들이 유사하게 평가하는 경향이 있었다. 대부분의 초등 일반 및 과학영재 학생들이 과학 유머 만들기의 인지적 및 정의적 측면에서의 교육적 효과에 대하여 긍정적으로 인식하였다.

Keywords

Table 1. Criteria and examples of scientific humor

GHGOBX_2019_v39n3_415_t0001.png 이미지

Table 2. Examples of analysis for creativity in scientific humor

GHGOBX_2019_v39n3_415_t0002.png 이미지

Table 3. Analysis of the types by form of scientific humor

GHGOBX_2019_v39n3_415_t0003.png 이미지

Table 4. Analysis of the types by contents of scientific humor

GHGOBX_2019_v39n3_415_t0004.png 이미지

Table 5. Analysis for creativity in scientific humor

GHGOBX_2019_v39n3_415_t0005.png 이미지

Table 6. Analysis of perception of educational benefits for making scientific humor

GHGOBX_2019_v39n3_415_t0006.png 이미지

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