ISSN 1017-2548(Print)
ISSN 2234-8530(Online)
Volume 48, Number 3
JKCSEZ 48(3)
June 20, 2004 

The purpose of this study were to develop of courseware using scaffolding strategy and to investigate the effect of courseware instruction upon students' conceptual understanding and affective domain including effort and self-checking. 10th grade students in the experimental and control groups were selected from high school at Cheongwon-gun in Chungbuk, and taught about chemical reaction rate for 3 class hours. The students in the experimental group studied individually through courseware using scaffolding strategy and worksheet and teacher-centered expository lesson was used in the control group. Prior to the instructions, test specification for problem-solving assessment (TSPSA) was administered and the scores of the previous science achievement test were obtained. After the instructions, the posttest on conceptual understanding and TSPSA were administered. Results of this study revealed that the mean score of the experimental group in the conceptual understanding test was similar to that of the control group at statistically significant level. This result implies that the courseware using scaffolding strategy could be a tool of the individualized instruction. The experimental group improved significantly better in three components of the TSPSA such as effort, self-checking, and cognitive strategy. From this result, it is considered that learners?self regulation is improved by being taken over responsibility of learning. So, it is suggested that instruction using scaffolding strategy is needed in science class to improve self-leading learning ability.