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Teaching-Learning Effects Using Self-Regulated Learning Strategy: For Students of Scientific High School

자기조절학습 전략을 이용한 교수-학습 효과:과학고 학생들을 중심으로

Jeong, Si Hwa;Kwak, Ock Keum;Kim, Bong Gon;Park, Jong Keun
정시화;곽옥금;김봉곤;박종근

  • Received : 2014.05.07
  • Accepted : 2014.07.23
  • Published : 2014.10.20

Abstract

The purpose of this study is to investigate the teaching-learning effects in the experimental classes for the 'Redox' unit of science textbook of 11th grade using self-regulated learning strategy. Simultaneously, the effects of teaching-learning through the student's characteristics of the scientific high school were also included. The experimental and the controlled groups were selected by the teaching-learning method established on self-regulated learning strategy and regular laboratory activity based on the teacher' instruction, respectively. The questionaries of the scientific inquiry and scientific attitude were examined by the student. For their achievement, the total score which was obtained from the formative evaluation and performance assessment was utilized. After the laboratory activity for the unit grounded on the self-regulated learning strategy, the mean values of the scientific inquiry, scientific attitude, and achievement by the experimental group were higher than those of the controlled group. There was significant difference between the two groups in the post-test. By the results of the post-test for the experimental group, there has been somewhat relationship between the self-regulated learning strategy and the scientific inquiry, the scientific attitude, and the scientific achievement.

Keywords

Student's characteristics;Scientific inquiry;Scientific attitudes;Performance assessment;Self-regulated learning strategy

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