초록 close

문제발견과 관련된 변인의 상대적 영향력을 동시에 검증해본 결과, 낮게 구조화된 문제 상황에서 초등학교 남학생은 성격 특성, 개념 지식, 내적 동기가 더 높고 확산적 사고가 더 낮을수록 더 독창적이고 정교한 문제발견을 하구분변인정준함수 1정준변형계수정준부하량(L)% L2교차부하량독립변인군지능개념 지식과학 탐구 능력확산적 사고내적 동기외적 동기성격 특성가정환경.135-.548-.068.210.783-.873-.181-.035.120.175.292.390.664-.712.663.102.009.018.051.091.262.302.262.006.078.115.192.256.436-.467.435.067분 산 .210중복지수 .091종속변인군문제발견:독창성 점수.726.905.597.594문제발견:정교성 점수.462.743.403.488분 산 .686중복지수 .295Canon. R .656Canon. root(R2) .431유의도 수준 .01


The 166 elementary school students of this study were divided into four groups by gender and degree of structure in problem situations. Written instruments ascertained intelligence, conceptual knowledge, science process skills, divergent thinking, intrinsic/extrinsic motivation, personality traits, and home environment. Results were that male students scored higher on problem finding in the ill-structured than in the moderately structured problem situation. In the ill-structured problem situation, personality traits, conceptual knowledge, and intrinsic motivation contributed to the scores of male students and home environment and conceptual knowledge contributed to the scores of female students. In the moderately structured problem situation, personality traits and intrinsic motivation contributed to the scores of all students, but science process skills contributed to the scores of female students only.