중학생의 학생 상호 질문 생성 수업이 학업 성취도 및 수업 인식에 미치는 효과 - 중학교 3학년 생물 [세포분열] 단원을 중심으로 -
The Effects of Reciprocal Peer Questioning Strategy on Science Achievement and Recognition of Instruction in Middle School -Using ‘Cell Division' Chapter in Middle School Third Year Textbook-
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The purpose of this study was to examine the educational effects of reciprocal peer questioning strategy on science achievement and recognition of instruction of middle school students. Three classes of 9th graders (N=111) were sampled for the study. They were divided into the control group, the generating question group and the reciprocal peer questioning group. The score of the reciprocal peer questioning group was higher than those of other groups (p<.05). And the score of the question generated group was higher than those of the control group. Thus, the study findings suggested that the reciprocal peer questioning and generating question strategies should be effective on improving achievements in science and especially, the reciprocal peer questioning strategy be more effective on improving interests in science and peer interaction than other groups.
Abstract
The purpose of this study was to examine the educational effects of reciprocal peer questioning strategy on science achievement and recognition of instruction of middle school students. Three classes of 9th graders (N=111) were sampled for the study. They were divided into the control group, the generating question group and the reciprocal peer questioning group. The score of the reciprocal peer questioning group was higher than those of other groups (p<.05). And the score of the question generated group was higher than those of the control group. Thus, the study findings suggested that the reciprocal peer questioning and generating question strategies should be effective on improving achievements in science and especially, the reciprocal peer questioning strategy be more effective on improving interests in science and peer interaction than other groups.
참고문헌 (29)
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