중학교 생물 수업에서 메타인지 기반 과학 자기효능감 증진 교수․학습 전략의 효과
Effects of Teaching․Learning Strategies for Enhancing the Science Self-efficacy on the Basis of Meta-cognition in the Middle School Biology Class
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초록
The purpose of this study was to develop the strategies for teaching and learning to enhance science self-efficacy on the basis of meta-cognition in middle school biology class, and examine the educational effects of them. The teaching and learning strategies for enhancing the science self-efficacy composed of the three components of science self-confidence, science performance confidence, and science achievement expectation. The phases of the instruction using the strategies for teaching and learning to enhance science self-efficacy on the basis of meta-cognition consisted of preparing, participating, orchestrating and evaluating, and checking which the students should reflect and rethink their accomplishment. The instruction were applied to biological topics of the ‘stimulus and response’ unit of middle school science. Subjects were 111 8th graders, who were divided into two groups such as a control group and a treatment group. The control group was taught by traditional ways, and the treatment group was taught by using strategies for enhancing the science self-efficacy over 4 weeks. The results of it showed that the lesson using the teaching and learning strategies to enhance the science self-efficacy had a positive effect on the improvement of science achievement and science self-efficacy.
Abstract
The purpose of this study was to develop the strategies for teaching and learning to enhance science self-efficacy on the basis of meta-cognition in middle school biology class, and examine the educational effects of them. The teaching and learning strategies for enhancing the science self-efficacy composed of the three components of science self-confidence, science performance confidence, and science achievement expectation. The phases of the instruction using the strategies for teaching and learning to enhance science self-efficacy on the basis of meta-cognition consisted of preparing, participating, orchestrating and evaluating, and checking which the students should reflect and rethink their accomplishment. The instruction were applied to biological topics of the ‘stimulus and response’ unit of middle school science. Subjects were 111 8th graders, who were divided into two groups such as a control group and a treatment group. The control group was taught by traditional ways, and the treatment group was taught by using strategies for enhancing the science self-efficacy over 4 weeks. The results of it showed that the lesson using the teaching and learning strategies to enhance the science self-efficacy had a positive effect on the improvement of science achievement and science self-efficacy.
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