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Journal of the Korean Chemical Society (JKCS)

ISSN 1017-2548(Print)
ISSN 2234-8530(Online)
Volume 49, Number 3
JKCSEZ 49(3)
June 20, 2005 

 
Title
The Effects of Formative Assessment-based Teaching and Learning Strategy on the Students’ Science Concept Understanding, Motivation and Metacognitive Ability in Middle School

형성평가를 이용한 교수-학습 전략이 중학교 학생들의 과학개념 이해, 학습동기, 메타인지 능력에 미치는 영향
Author
Jeonghee Nam*, Junhwan Choi, Moonsuk Ko, Jaehong Kim, Soonmin Kang, Jaihang Lim, Youngtae Kong

남정희*, 최준환, 고문숙, 김재홍, 강순민, 임재항, 공영태
Keywords
형성평가, 상호작용, 피드백, 과학개념 이해, 학습동기, 메타인지 , Formative Assessment, Feedback, Science Concept Understanding, Motivation, Metacognitive Ability
Abstract
이 연구에서는 형성평가를 이용한 교수-학습전략이 중학교 1학년 학생들의 과학개념 이해 및 학습동기, 메타인지 능력에 미치는 영향을 알아보았다. 개발된 형성평가를 이용한 교수-학습전략을 실험집단 2개학급에 적용하였고, 다른 2개 학급에는 전통적인 교수전략을 적용하였다. 10차시의 수업을 실시하였으며, 과학개념 이해 검사는 사후에, 학습동기, 메타인지 능력 검사는 사전과 사후에 이루어졌다. 연구결과, 과학개념 이해 및 학습동기에서는 형성평가 전략을 이용한 실험집단이 비교집단에 비해 통계적으로 유의미하게 향상된것으로 나타났다. 그러나 메타인지 능력의 향상에서는 두 집단 사이에 통계적으로 유의미한 차이가 없었다. 학생들의 인식조사 결과, 형성평가 교수전략이 학생들에게 동기를 부여하고 과학개념을 이해하는 데 있어서 도움을 준다고 생각하고 있음을 알 수 있었다.

The purpose of this study was to investigate the effects of the formative assessment-based teaching strategy on the students’ science concept understanding, learning motivation, and meta-cognitive ability. Students’ perceptions towards this teaching strategy were also examined. Four classes were chosen from a middle school in Busan. Formative assessment-based teaching strategy developed for this study was applied to the experimental group of 2 classes and the traditional teaching strategy was applied to the control group of other 2 classes. The tests of students’ learning motivation, meta-cognitive ability were administered before and after the instruction period. The science concept understanding test was administered only after the instruction. The results showed that the new teaching strategy was more effective for enhancing students’ concept understanding and learning motivation than the traditional teaching strategy. However, there was no significant difference in metacognitive ability between two groups. From the survey of students’ perception, it was found that students thought that the new teaching strategy motivated them to learn and was helpful to understand scientific concepts.

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