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The Effects of Formative Assessment-based Teaching and Learning Strategy on the Students` Science Concept Understanding, Motivation and Metacognitive Ability in Middle School
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 Title & Authors
The Effects of Formative Assessment-based Teaching and Learning Strategy on the Students` Science Concept Understanding, Motivation and Metacognitive Ability in Middle School
Nam, Jeong-Hee; Choi, Jun-Hwan; Ko, Moon-Suk; Kim, Jae-Hong; Kang, Soon-Min; Lim, Jai-Hang; Kong, Young-Tae;
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 Keywords
Formative Assessment;Feedback;Science Concept Understanding;Motivation;Metacognitive Ability;
 Language
Korean
 Cited by
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통합적 정신모형 이론에 기반한 4M 순환학습 수업모형 개발: 이론적 배경과 개발과정을 중심으로,박지연;이경호;

한국과학교육학회지, 2008. vol.28. 5, pp.409-423
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신임 과학교사의 교과교육학 지식(PCK)의 발달에 관한 사례 연구,고미례;남정희;임재항;

한국과학교육학회지, 2009. vol.29. 1, pp.54-67
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동형검사를 활용한 진단 및 형성평가가 초등과학 수업에 미치는 효과 : '지구와 달' 단원을 중심으로,손준호;김종희;

한국과학교육학회지, 2015. vol.35. 4, pp.619-628 crossref(new window)
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중등 과학교사의 과학 평가 실태와 지향,노태희;이재원;강석진;강훈식;

한국과학교육학회지, 2015. vol.35. 4, pp.725-733 crossref(new window)
1.
Secondary School Science Teachers' Actual and Preferred Types of Assessment, Journal of The Korean Association For Science Education, 2015, 35, 4, 725  crossref(new windwow)
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Effects of Diagnostic and Formative Assessment Using Equivalent Test on Elementary Science Classes : Focused on the 'Earth and Moon' Unit, Journal of The Korean Association For Science Education, 2015, 35, 4, 619  crossref(new windwow)
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