Advanced SearchSearch Tips
The Influences of Reciprocal Peer Tutoring Strategy and Field Independence-Dependence in Instruction Enhancing Student Questions by Using Weekly Reports
facebook(new window)  Pirnt(new window) E-mail(new window) Excel Download
 Title & Authors
The Influences of Reciprocal Peer Tutoring Strategy and Field Independence-Dependence in Instruction Enhancing Student Questions by Using Weekly Reports
Kang, Hun-Sik; Kwon, Eun-Kyung; Noh, Tae-Hee;
  PDF(new window)
This study investigated the influences of reciprocal peer tutoring strategy and field independencedependence in the instruction enhancing student questions by using weekly reports. Seventh graders (N=152) from a middle school were assigned to WR (weekly reports) and WR-RPT (weekly reports-reciprocal peer tutoring) groups. Students were taught about ‘three states of matter', ‘motion of molecules', and ‘change of states and thermal energy for eighteen class hours and wrote weekly reports six times for the period. The students in the WR-RPT group also conducted reciprocal peer tutoring with the questions of weekly reports which they wrote. The results revealed that the scores of the WR-RPT group were significantly higher than those of the WR group in a conception test regardless of students' field independence-dependence. The field dependent students in the WR-RPT group performed better in an achievement test than those in WR group, while there was no significant difference for the field independent stu dents between the two groups. Additionally, field independent students in each group scored significantly higher than field dependent students in the two tests. Many students, especially having more field independence in the WR-RPT group, perceived WR-RPT positively.
Student Question;Weekly Reports;Reciprocal Peer Tutoring;Field Independence-dependence;
 Cited by
Chin, C.; Brown, D. E.; Bruce, B. C. International Journal of Science Education. 2002, 24, 521 crossref(new window)

김성근 여상인 우규환. 한국과학교육학회지. 1999, 19, 377

이명숙 조광희 송진웅. 한국과학교육학회지. 2004, 24, 277

정영란 배재희. 한국과학교육학회지. 2002, 22, 872

Chin, C.; Chia, L-G. Science Education. 2004, 88, 707 crossref(new window)

Marbach-Ad, G.; Sokolove, P. G. Journal of Research in Science Teaching. 2000, 37, 854

Etkina, E. Science Education. 2000, 84, 594 crossref(new window)

강훈식 이성미 권은경 노태희. 한국과학교육학회지. 2006, 26, 385

Etkina, E.; Harper, K. A. Journal of College Science Teaching. 2002, 31, 476

Harper, K. A.; Etkina, E.; Lin, Y. Journal of Research in Science Teaching. 2003, 40, 776 crossref(new window)

Mory, E. H. In Handbook of research for educational communications and technology Jonassen, D. H., Ed.; Macmillan: New York, U. S. A., 1996; p 919

김찬종 오필석 전진구. 초등과학교육학회지. 2005, 24, 111

이현주 최경희 남정희. 한국과학교육학회지. 2000, 20, 479

Vollmeyer, R.; Rheinberg, F. Learning and Instruction. 2005, 15, 589 crossref(new window)

노태희 김소연 김경순. 한국과학교육학회지. 2005, 25, 465

이윤옥. 초등교육연구. 2003, 16, 161

King, A.; Staffieri, A.; Adelgais, A. Journal of Educational Psychology. 1998, 90, 134 crossref(new window)

한지혜. 웹 기반 토론학습에서 질문생성전략이 학습자의 인지양식에 따라 상호작용에 미치는 영향. 이화여자대학교 대학원 석사학위논문. 2003

김남균 이기석. 초등수학교육학회지. 1997, 1, 137

King, A.; Rosenshine, B. Journal of Experimental Education. 1993, 61, 127 crossref(new window)

Linn, M. C.; Kyllonen, P. Journal of Educational Psychology. 1981, 73, 261 crossref(new window)