The Effects of Self-assessment on the Students’ Science Concept Understanding and Science-related Attitudes in the Middle School
9
0
0
전체 글
(2) * . †. (2002. 3. 30
(3) ). †. †. The Effects of Self-assessment on the Students’ Science Concept Understanding and Science-related Attitudes in the Middle School Jeonghee Nam*, Jiyoun Kim†, and Insik Hahn† Department of Chemistry Education, Pusan National University, Pusan 609-735, Korea † Department of Science Education, Ewha Womans University, Seoul 120-750, Korea (Received March 30, 2002). . ! "# $%& '() *+. ,- . /01 3 2& /34567, . /089 :- 2 2& ;<456 7 =8>+. /345- . /01 ? @AB& <C1 45 D /08E @AB- <C8 9 :- 4567 =8>+. F- 9G(20H0) IJ /08>E, KL L?, ! KL LM, L? NOP+. Q, . RS1 /345 . RS89 :- ;<45 T U %,V W67 XYZ+. [1 ! %,! . S1 F \ ] W67 XYZ+. /345 ^ @AB& <C1 45- @AB& <C89 :- 45 T ! %, ;_R67 `"1 H . )>6X, `"1 H . ) 9 :*+. - ?a b $%& Gc, b ! %, !d& e+E fg 8E ]h+. : , , !, @AB ABSTRACT. In this study, the effects of a self-assessment on the students’ science concept understanding and sciencerelated attitudes were investigated. Student’s perceptions towards the self-assessment were also examined. Five classes from a middle school in Gyunggi Province were chosen. Two of those classes were assigned to the control group that no self-assesment tool was applied to and the other 3 classes were assigned to the experimental group which a self-assessment tool developed for this study was applied to. The experimental group was further divided into two groups for implement of two kinds of programs. One experimental group was provided some feedback such as solutions to problems and the other was not provided any type of feedback. The tests of science-related attitudes were administered before and after the instruction period. The science concepts understanding test was done only after the instruction. The results of this study were as follows. There were significant differences between the experimental group and control group in understanding of scientific concepts. The enhancement of science-related attitudes was also higher for the experimental group. Providing feedback to students was more effective in the improvement of students' science-related attitudes. However, there were no significant differences in understanding of scientific concepts in relation to the feedback in experiment. 287.
(4) . 288. groups. From the above results, it was acknowledged that self-assessment applied to the middle school science class showed considerably positive influences on the improvements of the understanding of scientific concepts and sciencerelated attitudes. Keywords: Self-assessment, Science Concept Understanding, Science-Related Attitudes, Feedback.
(5) ij ik 0lmE ] <7H n b +o1 p& 08E fp q p& r1 sk8 t<. uvO b w j xy& r1 _z0{E |}y& ~0{ W & ~8E ]+. 0m W 7 pG R X G!R b67 b . r 7 b 7 & 8E ]+. 1 G!R bxy& - O1 R ), X ) . p l& 8 W ( b t p D s & ! R R67 ! GO¡ 1+. [ r¢ O ik 9X£ |} ¤ G ¥OX b ¦& §¨8 E b f pk |3 ©& 08 ª%6 7 . M8« d¬ _amE ]+. ® ik R x 1 fg ¯°p ~mO ±²! ³8E, (¬! = ik F p´!. µ¶ 8 X ©2& Qn8 W GV ·¸7 ¹º ±+. X r¢ pGR » b O¼½ NO9E ]9. ¾58 f½ s b ¿<& µ ¶8 . %,0À ] Á. <C8E, L ½ f 1 n) U³O L s ªÂ 1 jE. <C8 ÃV 67 µ ¶mO9E ]+. 1 b %, Ä& G 67 R x Å Æ Ç ÈÉR x ÊpR x67 . "8c, ij ÈÉR x ÊpR x67 ¡ 1+ W& "1+. , b n a ;ËmO¡ 8c Ê p7Ì R& Í Ç b %, ¢ÎRf R !¸ ]+. 1 ÃV Ê 1. 2. 3,4,5. 6. p 8X7 ÏÏ7 Gt m R Rf 67 ÐmO9E ]+. pG b s l n xR67 Ñ 8 . n8E f9R eT. 8E K . l8 W °1 W67 ÒGV+. GtR, xR67 b8 F& s b& mÓ()E +0 1Ô b . Ãf8 W !8 n!, b Õ, ! ©& Ö¸ ]½ 8c, s b X l& 8 b 1 n +. 1 Æ Ç <7H n ~8 G!R b 1 Ê 7 s ×n1 pmh9. ÏÏ7 Ãf8E p Ø )Ù, Úb _Û& Ü8E /ݸ ] E ¸ ]+. 1 b ÈtR =67 Êp . 9c b& %,0Þß àD ( áJGE b Îp 1 ª%& â(G ãY f9 %,& º+. [1 & ä å ]O zM& ºæc b R& çÃè <0¸ ]! ! e+. [1 R
(6) ¢- éÜRf b 7 & {å ¸ à ( ãY f9xy& . ]+. ê s b& ¸ Ç ëì& äí9, O¼½ b 89 Ö8½ 8E, QR67 @,Rf b ( î- LE b n& áï½ 1+. 1 Rð1 ãY f9xy %,- b j , , fR & mÓ() n $%& " £+. ÈÉ)+ U R Rf ñ" b 8 ® U ò- n). <C GE b& 8 W 1 `. 8å !d& Gc, q y sk !d& e+. [1 ½ s b ]O ó ~ 1 n). <C Gc, ¾5 xy& u½ GE \R67 b¸ ] ½ e+. <. Qô Ø - s 7. 8,9. 10. 11. 12. 13. 14. 15. Journal of the Korean Chemical Society.
(7)
(8) . l& õ8E ¨M& 8c <. _a 8öX 0À ]O \x& ÷¨0ø+. 1 L½ "] . Í ]½ 8E, ½ 1 b< j!M¸ ] Á. <C8E b Q)+ b<. Q8 n& 0¸ ]½ 1+. 1 k! ³8E, ö fg& 89 ù8E ]+. [1 . 1+8U! 1 L Rð 1 @AB Q ú | \. 8 Oû + ! ]+. pCR R ~, L Q T. ;1 QË ¯ °8+. L t)+ ( T 8 j. LSü& Ç Rð1 l ý- e6 7 þV+. L @AB& ; ªÂ& äÿ ? ÏÏ7 . µ¶8E ¸ ] 6Å . ÏÏ7 8 W t ^R ~ mO s ;<. ÷0Þ l& U ¬1 ª%67 %,0Þe+. X @AB |! Ê Ø b "# \ +o8½ XY+. Ø, 1 @AB <C ! %, "# $%& '()E, 1 f g& L8E 8>+. . 1 @A B ! % , $%& "#9. '()E 8>+. tRf ¿< +² +. 1. . S1 F& /01 /345 M ;R F& /01 ;<45 L ! H ]? 2. . S1 F& /01 /345 @ AB `ë Ø ! H ]? 3. . S1 F& /01 /345 . 1 fg- O 1?. 16. 17. 18. 19. 20. 2. 289. . |! þj 2 5 2 & ,67 n8>E, 3 2 131ç& /34567, + 2 2 88ç& ;<4567 ë ä#8>+. /345- @AB& <C1 45 < C89 :- 4567 p8>+. Mt 219ç LM L? KL Q0 . <1 203ç& = ,67 8 >+. , p- Table 1 <08>+.
(9) . , !, 1 fg ©& '() 8 KL9, ! KL9, Å Í¿9. LS8>+. KL9 2 ‘. ’ 5 ‘M ’ 5 ^S& = 1 ?, .
(10) 67 zV 20 ¿ 67 pm h+. M¿ 2f67 KL9 1 ^ S Y!. K÷ *6c, KL 03 1 $% & ä<8 /345 ;<45 Ð L?D /08>+. /345 ;<45 Íp& Ãf8 2 1 ÒEL. S8>+. ! KL9 1 z 1 W& LS8>+. KL ¿ - È 40¿ 67 10¿ 4 8 $·, 1 !, LÁ R ", 1 !, R !7 NO PE, ¿ - 55_ Êg67 mO ]+. KL9 s! 0.8927 )EmO ]6c, 1 s!(Cronbach α) 0.922 h+. /34 5 ;<45 Ð LM, L? KL. /08>6c KL 0Ò- 40=67 8>+. 1 fg& L8 8. Å & /08>+. Å - /345 F # ? /345 & ,67 NOP+.. Table 1. Distribution of students Group Experimental group A Experimental group B Control group Total 2002, Vol. 46, No. 3. Self-assessment. Feedback. Number. Total. Yes Yes No. Yes No No. 42 82 79. 124 79 203.
(11) . 290. Å ,- pR Ø ,8 4567 =8 , @AB& <C1 1 2 pR 45 7 4ç 12ç, @AB& <C89 :- 2 2 pR 45 7 4ç 12ç& n8 È 24ç& Å 8>+. 2 7 ,8 45 2ç 6ç& Å 4567 p8 45 7 Å & /08>+. Å 0Ò- ÖÖ 1 7 20= n!>E Å Í ¿9. Ú67 NOP6c , Ø vÍ¿ & 8 V Å & /08>+. Í¿- b R, 1 fg © 1 È 7¿ 67 pmO ]+. 9 z- ^S F ¨! vO 2 5 III. ! " 5 3. ! " (3) 5 5 IV. M 5 67 8>+. È 20H07 _ÛV F /345 | # H 0 F ? 10$15= ® . /08 / 345 3 2 1 2 @AB& <C8> E, 2 2 @AB& <C89 :*+. . F- ó 9GÒ 20H0. /08>+. . /01 45& /34567, . /089 :- 45& ;<4567 8. F& /08>6c, /345 . /01 ? @AB& <C1 45 A . /01 ? @AB& G9 :- 45 B. =8>+. ;<45 | %- ^S F& ¨l8Å . /089 :*+. . \. K÷8 8 n&Rf = npRf =& 'l8>+. n&Rf =- ! 8 /345 ;<45 T, Ö 45 ^ F M? T. 8>6c, npRf =- 1 fg 1 Å Q. =8>+. SPSS/PC+ ;_ (7)& S8 /345 ;< 45 Ò \ T, /345 ^ @A B `ë Ø \ T. n&R67 =8>+. 1 fg L Å & ; . NOP6c, Å M n& *´8 ML1 ? Å MLÎ XY & `Ê 7 +G8>+.. ! "#$ %& '(. . /01 F "# $%& ' () 8 F# L? /345 ;<45 /01 KL Q. T8>+. /3# M Ð 45 Íp& Ãf8 8. t-K÷& ;8 Ð 45 2 1 pR& T 1 Q, Ð 45L ;_R67 `"1 H XYX9 :*6,7 Í4567 ÒG8>+(p> 0.05). Q. Table 2 <08>+. F ? /01 KL Q Table 3 <08>+. KL 100 D /345 -- 57.27 E, ;<45 -51.417 XYZ+. 2 1 pR& S8. 1 n -.- /345- 57.35, ;<45 51.3067 /345 - /- W67 XYZ+. Ð 45 KL Q ;_R67 `"1 H ]. '() 8 2 1 pR& Cf67 8 C& =& /01 Q. Table 4 <08>+. C& = Q, /345 ;<45 L n! ;_R67 `"1 H ] W67 XYZ+. 1 Q7 Æ Ç RS1 U \ Rf W67 Æ ]+. )* + $ %& '(. . /01 F ! "# $ Table 3. Means, standard deviations, and adjusted means of the science concept understanding Variable. Mean. Std. Dev.. Adj. M. Experimental control. 57.27 51.41. 20.06 22.78. 57.35 51.30. Table 2. Results of t-test on the scores of the previous science achievement Source. Variable. Frequency. Mean. Std. Dev.. t. p. previous science achievement. Experimental Control. 124 79. 51.65 51.94. 22.81 23.26. 0.085. 0.933. Journal of the Korean Chemical Society.
(12)
(13) . 291. Table 4. ANCOVA results on the science concept understanding Source of variation. df. Sum of squares. Mean squares. F. p. previous science achievement. 1. 44806.051. 44806.051. 202.169. 0.000. group. 1 196. 1734.826 43438.821. 1734.826 221.627. 7.828. 0.006*. 199. 691300.000. Covariates Main effects Residual Total *p<0.01.. %& '() 8 F# LM, L? /01 ! KL Q. T8>+. F ? /01 ! KL Q. Table 5 <08 >+. ! KL 200 D /345 -- 140.25 E, ;<45 -- 133.447 XYZ +. LM /01 ! KL. LS8 1 n -.- /345- 140.88 E, ;<45132.4667 /345 - /- W67 XYZ+. Ð 45 ! KL Q `"1 H ]. '() 8 LM ! KL. Cf67 8 C& =& /01 Q. Table 6 <08>+. C& = Q, /345 ;<45Ò ! KL `"1 H ] W67 XYZ +. 1 Q . S1 F ! %, 0nRf $%& e W Æ ]+.. $ , -./" ! "#$ %& '(. /345 ^ 1 @AB `ë Ø H ]. '() 8 F ? /01 KL Q. Table 7 <08>+. KL 100 D @AB& e 45(A) -- 55.48 E, @AB & G9 :- 45(B) -- 58.2367 XYZ+. 2 1 pR& LS8 1 n -.@AB& e 45(A)- 55.47 E, @AB& G9 :45(B)- 58.2367, @AB& G9 :- 45(B) - /- W67 XYZ+. Ð 45L ;_R67 `"1 H ] . '() 8 2 1 pR& Cf6 7 8 C& =& /01 Q. Table 8 <0 8>+. C& = Q, @AB < C `ë Ø `"1 H 1 W67 XYZ+. Table 5. Means, standard deviations, and adjusted means of the science-related attitudes. Table 7. Means, standard deviations, and adjusted means of the science concept understanding by feedback. Variable. Mean. Std. Dev.. Adj. M. Variable. Mean Std. Dev. Adj. M. Experimental Control. 140.25 133.44. 21.36 21.64. 140.88 132.46. Group providing feedback(A) Group not providing feedback(B). 55.48 58.23. 19.41 20.46. 55.47 58.23. Table 6. ANCOVA results on the science-related attitudes Source of variation. df. Sum of squares. Mean squares. F. p. pre-test. 1. 49416.366. 49416.366. 233.922. 0.000. group. 1 196. 3352.767 41405.376. 3352.767 211.252. 15.871. 0.000*. 199. 3859630.000. Covariates Main effects Residual Total *p<0.01. 2002, Vol. 46, No. 3.
(14) . 292. Table 8. ANCOVA results on the science concept understanding by feedback Source of variation. df. Sum of squares. Mean squares. F. p. pre-test. 1. 19948.434. 19948.434. 83.638. 0.000. group. 1 118. 209.429 28143.941. 209.429 238.508. 0.878. 0.351. 121. 445200.000. Covariates Main effects Residual Total. Ø, RS1 1 @AB <C $%& " # :*+E Æ ]+. X ;_R67 `" 89 :6X @AB& <C89 :- 45(B) - @AB& <C1 45(A) )+ æè« /- W67 XYZ+. f 8X. @AB& <C1 Å Q 2(Æ ]+. `Ê @A B M3 !d m9 :*+ `Ê ]h+. 1 U tRf `7 ½ <01 @A B `Ê! f& 2& ]+. , ò- _7 4 U ~y1 Ê @AB& G9 ù8 >å, Å L 4 U ~y1 @AB& <0 Gh6Å 8 XY+. [1, nÃ8½ SOX & <08)+ ÑE j. <08 Ò
(15) Rf ªÂ& LS8>+ ! `7 ]+. Brophy Good(1986)- L @AB v,R Ç)+ tR Ç, ¤0R)+ çÃ8½ <08>& Ç U \R 8>+. ê @AB& G9 :- + @AB ¯ °p& fg8E ]9D /< @AB& G½ mÅ æè « 5»& öX @AB `Ê Ø nRf fg & u½ V+. (p>0.05).. 21. Table 9. Means, standard deviations, and adjusted means of the science-related attitudes by feedback Mean Std. Dev. Adj. M. Group providing feedback(A) 138.60 Group not providing feedback(B) 134.77. 18.81 22.65. 139.45 134.31. $ , -./" )* + $ %& '(. /345 ^ @AB `ë7 f8 ! H ]. '() 8 F ? /01 ! KL Q. Table 9 <08 >+. ! KL 200 D /345 A -- 138.60 E, /345 B -- 134.777 XY Z+. LM /01 ! KL. LS8 1 n -.- /345 A 139.45 E, /345 B 134.317 @AB& e 45 - /- W67 XYZ+. Ð 45 ! KL ;_R67 `" 1 H ]. '() 8 LM ! KL Q. Cf67 8 C& =& /0 1 Q. Table 10 <08>+. C& = Q, @AB `ë Ø Ð 45 L ! `"1 H ] W67 XYZ+. W- 1 @AB <C . Table 10. ANCOVA results on the science-related attitudes by feedback Source of variation. df. Sum of squares. Mean squares. F. p. pre-test. 1. 31165.637. 31165.637. 157.366. 0.000. group. 1 118. 869.221 23369.400. 869.221 198.046. 4.389. 0.026*. 121. 2900938.000. Covariates Main effects Residual Total *p<0.05. Journal of the Korean Chemical Society.
(16)
(17) . ! %, $%& e+ W& 0 L1+. $ , 01 2
(18) . /345 & ,67 1 fg& Å & ;8 '() *+. Å $·- R 1 fg, 1 fg67 pmh+. 1 fg $· 9 1 fg, b "# $% 1 fg, b ! "# $% 1 fg, 6 7 1 fg ©67 pmh+. . 8 ` - ÏÏ7 bxy %,& ¯°8+E 8ö X, s F p´. '()öX, 8 U 989 8E ¨& ¯°8+E 8>+. + R s /y& 8E b xy& %,0{ 1 W67 fg8E ]E, [ ¨ & 1 W X ,: . E fg8E ]+. 1 fg- 9 1 fg, b "# $% 1 fg, b ! "# $% 1 fg, ; b "# $% 1 fg, 6 7 1 fg © <½ = =67 X8O >?)*+. F 9. LS8 W& O¼½ Ö8 1 Í¿ = F ? +0 1Ô Ãf& 8 ;b\. O @+, [ s F& ABX (9 1 n!. Ã f¸ ]+E 8>E [ Cy %,V+ ]h+. Å DEöX !d ®V+ [ j" 1 +E 1 | ]hE, [ ² DEöX j "1h9D HF !d! mE @(P+ ! ]h +. Parkin Richards(1994) $ üG . ² Oû½ X, 0Ò 9 XÅ X(P+ l Q #1+. H Úè 8 L½D @+ I (ë Ö! 1+ ! ]h+. s b !d m9 1 Í ¿ + +0 1Ô ) ; b b !d mE, 1Ô JG W Ç¿ C 9V+E 8>+. H - b& ¸ Õ K+ Sy LP+E, 8>E M3 !d m9 :*öX 9 M+E 1 22. 2002, Vol. 46, No. 3. 293. ! ]h+. b !d mh+E fg8 |, Cy L9E ;& 8 \. O @+ Ö& 9E ]hE F0Ò Ãf& ¸ ]O +² C¸ Ç !d V+E fg8>+. Å !d ®mh+E fg8 | pR 4 5 )+ ,45 [ 845 | XYZå ,45 | . 89 : *G |! b& ¸ Ç ÏÏ7 b& ¸ xy ] Ç¿ c, 845 | ·67 . 8 W , 1 b Ù/89 ùü Ç¿67 ¸ ]+. . ô67Ì - ! Å F 48½ mO ! @(P+E fg8>+. F ? /08 7 f8 F 48½ V+ W& ' ]+. 1N ! . 8M H 1+E 8 >+. 1 & 1 - = pR , 4567 b ! . 8 M! @* Ç¿ . 8E X b ! ]O H 1+E Ö8 W67 ¸ ]+. ;b& ¸ Ç ^S& = Ö8 W6 7 XYZ+. ê . ô67Ì - s OP =& +0 )Å p& 1+. 7 8 Q +² b X 0 !d G G!R b Ê . 9½ 1+. . 1 ? @AB& e 45 | 9 Ìe 6 7 O¼½ Ö88 !² R OS9. '½ GE, OP =- T& 2()öX +0 1Ô Ö )½ G Ç¿ !d V+E 8>+. X - 7& ÌG W 0nRf & )>6X s 9 8 +0 )9 :+E 8>E, - 4U tRf 7& ¯°7 1+E 8 >+. Å !d& 9 ùü+E 1 |! ] h+. , & >?Æ Ç, - L G @AB s 1 =& ' ]½ GE, O P W `. ' ] Ç¿ b U \R E fg8>+. @AB& e 45 . DEöX 9 8 @AB& 9 )9 ù8 E 4 U tRf @AB& 8 W67 XYZ+. @AB& G9 :- 45 | @AB& GL .
(19) . 294. 8>6c, 7& ;1 6 Ú& ¯°7 8 W67 XYZ+. ê - L @AB& ¯°7 8E tR67 !d V+E fg8E ]+. @AB b !d V+E fg8 - L @ AB& - ? s öX OP =& ' ] ½ m Ç¿ @AB& G W @+E Ö8E ]h+..
(20) @AB ! "# $%& '( )E, 1 fg& L8 W& R67 8>+. . RS1 /345- . /089 :- ;<45 T8 F ? /01 KL `"8½ /- W67 XYZ +. 1 Q . ; s b& mÓ(U67Ì ;b \. ½mE, b 1 \. öV ]O !d m W& 0L e+. ! KL ! . /01 /345 ;<45 T U %,V Q. XY^h+. - Q! · 0 . ; - s& mÓ(U67Ì s b ¾5& ^E, s b T& u½ W67Ì b 1 0nRf Ö & u½mh Ç¿ E Ö¸ ]+. . /01 /345 @AB& <C1 4 5 <C89 :- 45 1 KL Ð 45 L `"1 H XYX9 :* +. X ! @AB& <C1 4 5 U %,V Q. XY^h+. [1, ;_R67 `"89 :6X @AB& <C89 :- /34 5 - @AB& <C1 / 345 )+ /- W67 XYZ+. 1 f 8X7 @AB& G W 1 nRf fg& ]+. Ø, . /0¸ Ç 1 @AB& <C8 | @AB ` Ê 1 E« ]O¡ ô& 0L e+. XE, Y - @AB)+ L tRf @A B& Z8 |% fgL! XY W67 Æ Ç . F RS¸ Ç . 1 E«. ¡ 1+E Î+. 1 fg- tR67 0n Rf W67 XYZ+. - t7 ? a b $%& e+E fg8E ]h+. + R s /y& 8E b x y& %,0{ 1 W67 fg8E ]E, [ ¨ & 1 W X ,: . E fg8E ] +. - 9 s 1 n!. ' ]E, ;b \. & ]6c, Cy % , [Å 0nRf fg& 9E ]²& ' ]+. X DEöX j" 16c b !d m9 :+ nRf fg& ¨ 1 nRf fg HF 0nR67 \ ! ]² & ' ]+. , Q. ; , ! \Rf W& ' ] +. - b !d mE, ij s Î ]! b !mO ]9. ' ]6c, b . fg8 G!R67 b& 8½ 1 +E 8>+. E . /01 ? @AB& e 45 G9 :- 45 L )+ ! %,V W67 XY Q. Æ Ç @AB& e W ½ ! Õ& %,0{å !d mh +E ¸ ]+. Å @AB& e 45 G9 :45 L ]O `"1 H 1 W67 XYZå Å Q7 Æ Ç 4 U R R c tRf @AB& G9 :- å T^V Q7 Æ ]+. ,67 b 1 n67, 7 8 Q G!R b& 8! ¸ ] -b ªÂ67 Sú ]+E Î+.. . 1. 2.. . 2001, 4, 57. ; ; . 2000, 20,. 479. 3. Black, P. J.; William, D. Assessment in Education 1998, 5, 7. 4. Gipps, C. Beyond Testing: Towards a theory of educational assessment; Falmer Press: London, 1994. 5. Harlen, W.; James, M. Assessment in Education 1997, 4. 365. 6. ; ; . 2000, 20,.
(21) . Journal of the Korean Chemical Society.
(22)
(23) 455. 7. Fiske, S. T.; Taylor, S. E. Social Cognition; McGrawHill, Inc: New York, 1991. 8. Black, H. Assessment: A Scottish model in Fairbrother, B., Black, P. J.; Gill, P. Assessing Pupils: Teachers assessing pupils- lesson from science classroom. Association for Science Education: London, 1994. 9. Black, P. Testing: Friend or Foe? The Theory and Practice of Assessment and Testing; Falmer Press: London, 1998. 10. White, R. T.; Gunstone, R. E. International Journal of Science Education, 1989, 11, 577. 11. Gorden, S.; Gippson, C. Assessment: A teachers guide to the issues assessment for learning: Hodder & Stoughton Press: London, 1997. 12. Baird, J. R.; Fensham, P. J.; Gunstone, R. C.; White, R. T. Journal of Research in Science Teaching 1991, 28, 163. 13. Satterly, D. Assessment in schools; Blackwell Press: London, 1989. 14. . , 1998. . 15. Moreland, R., Miller, J.; Laucka, F. Journal of Educa-.
(24) . 2002, Vol. 46, No. 3. 295. tional Psychology 1981, 73, 335.. 16.. !.
(25) ! "#$ % &'( #. "# , 2000.. 17. Tamir, P. International Journal of Science Education 1999, 21, 401. 18. Hughers, C. A.; Rule, K. L.; Mira, A. Behavioral Disorders 1989, 14, 250. 19. Sainato, D. M.; Strain, D. S.; Lefebvre, D.; Rapp. N. Exceptional Children 1990, 56, 540. 20. Clark, L. A.; Hugh S. M. Behavioral Disorders 1989, 14, 89. 21. Brophy, T. E.; Good, T. C. Teacher behavior and student achievement. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed.); Macmilan: New York, 1986. 22. Parkin, C.; Richard, N. Introducing Formative Assessment at KS3: An attempt using pupil self-assessment. in Fairbrother, B., Black, P. J; Gill, P. Assessing Pupils: Teachers assessing pupils- lesson from science classroom. Association for Science Education: London, 1994..
(26)
관련 문서
The purpose of this study is to analyze the interest and self-confidence of middle school students in learning English grammar and to examine the
Second, as for the middle school students’ self-efficacy, those who said, “I performed better on assignment activities than other students”, registered
Therefore, this study investigated the interest, satisfaction and participation in STEAM of middle school students centering on programs where music education
Scientific literacy is also well illustrated in the goal of domestic and foreign science curricular and additionally it requires understanding and application
Integrative STEM(Science, Technology, Engineering, and Mathmatics) education: Contemporary trends and issues.. The concept of creativity: Prospects
The purpose of this study is to investigate the effect of peer-mentoring on the achievement and learning attitudes of middle school students toward
In this study, a family of middle school students the health, self-resilience, recreation and leisure satisfaction and satisfaction with school life were
The purpose of this study is to investigate the middle school students' motivation, self-confidence and attitude toward English learning in a team-teaching
