A Study on Elementary School Students' Behavioral Theory of Science Learning Depending on a Behavioral Inhibition System about Science Learning

Abstract

This study presents the theory of motivation system about science learning by analyzing learning behaviors in science learning situation with the method of grounded theory for the elementary students. Learners who participated in the study are sixth-grade students and eight students who have a high sensitivity for behavioral inhibition system are selected by scale test about motivation system(SL-BIS/BAS). 10 learning situations are chosen by the analysis of the science curriculum of the sixth grade. Actions and interactions between students in experimental learning situations were recorded by the camera and in the observation daily record. In addition, the post-interview was conducted after class. Collected data is analyzed based on the grounded theory and was modeled in the way of behavioral theory according to behavioral inhibition system. In conclusion, causal conditions come out 'sensitivity about SL-BIS', phenomena present 'anxiety about failure', 'anxiety about risk' and 'anxiety about relationship', contextual and Intervening conditions offer 'science experiment factors' and 'personal factors', action/interaction strategy figure 'to avoid failure', 'to avoid risk' and 'to avoid ridicule' and the result emerge 'positive emotions' and 'negative emotions'. Also the core category of behavior of students who have behavioral inhibition system about science learning show 'anxiety about scientific experiments', based on this, two key implications figure that behaviors according to the motivation system about science learning relate to the learning and how they formed that.