10학년 과학 생명 단원 실험 수업에서 자기 조절 학습 전략이 과학적 태도 및 탐구 동기에 미치는 영향
The Influence of the Self-Regulated Learning Strategies on Students' Scientific Attitudes and Inquiry Motivation in Laboratory Activities in the 10th Grade Life Unit
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This research was conducted with the intention to improve students' scientific attitudes and inquiry motivation in laboratory activities in the 10th grade life unit by using self-regulated learning strategies. The five self-regulated learning strategies were selected through the simple correlation analysis between self-regulated learning and scientific attitudes on 415 10th-grade students. And then 135 among them were chosen and divided into two groups. The control group was applied to traditional teaching method and the experimental group was applied to the selected self-regulated learning strategies in laboratory activities in the 10th grade life unit. To analyze the effectiveness of using the self-regulated learning strategies, the pre- and post-tests for the students' scientific attitudes and the interview for inquiry motivation were applied to both groups. As a result, scientific attitudes were not significantly different(p>.05) between the control and the experimental group in terms of the pre-test scores but the post-test scores of the experimental group were higher than those of the control group(p<.05). Inquiry motivation of the experimental group was more positive than that of control group. Therefore, using the self-regulated learning strategies could enhance students' scientific attitudes and inquiry motivation effectively.
Abstract
This research was conducted with the intention to improve students' scientific attitudes and inquiry motivation in laboratory activities in the 10th grade life unit by using self-regulated learning strategies. The five self-regulated learning strategies were selected through the simple correlation analysis between self-regulated learning and scientific attitudes on 415 10th-grade students. And then 135 among them were chosen and divided into two groups. The control group was applied to traditional teaching method and the experimental group was applied to the selected self-regulated learning strategies in laboratory activities in the 10th grade life unit. To analyze the effectiveness of using the self-regulated learning strategies, the pre- and post-tests for the students' scientific attitudes and the interview for inquiry motivation were applied to both groups. As a result, scientific attitudes were not significantly different(p>.05) between the control and the experimental group in terms of the pre-test scores but the post-test scores of the experimental group were higher than those of the control group(p<.05). Inquiry motivation of the experimental group was more positive than that of control group. Therefore, using the self-regulated learning strategies could enhance students' scientific attitudes and inquiry motivation effectively.
참고문헌 (49)
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