중학생의 모둠 자유탐구 활동에 대한 교사의 피드백 효과에 대한 연구
A Study on the Effects of Teacher Feedback on the Group Open Inquiry Activity of Middle School Students
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The purpose of this study was to investigate the effects of the teacher feedback on the scientific inquiry ability of middle school students in the group open inquiry, and their cognition of open inquiry activities. Subjects were 160 seventh graders, who were examined about the quality of inquiry activity according to groups with and without teacher feedback. For the groups with teacher feedback, they were provided three times with science teacher’s feedback in the middle of carrying out the group open inquiry activity in the follow three steps; planning, performing and writing a report of inquiry. Middle school students with teacher feedback showed higher scientific inquiry ability than that of them without teacher feedback. In addition, students with the teacher feedback had positive cognition about the open inquiry activity, and perceived that the scientific inquiry ability of them was improved. However, students without the teacher feedback experienced difficulty of the open inquiry activity. Thus, a teacher should provide feedback to students for their effective open inquiry performance, and guide them about the method which students comes to a teacher for feedback.
Abstract
The purpose of this study was to investigate the effects of the teacher feedback on the scientific inquiry ability of middle school students in the group open inquiry, and their cognition of open inquiry activities. Subjects were 160 seventh graders, who were examined about the quality of inquiry activity according to groups with and without teacher feedback. For the groups with teacher feedback, they were provided three times with science teacher’s feedback in the middle of carrying out the group open inquiry activity in the follow three steps; planning, performing and writing a report of inquiry. Middle school students with teacher feedback showed higher scientific inquiry ability than that of them without teacher feedback. In addition, students with the teacher feedback had positive cognition about the open inquiry activity, and perceived that the scientific inquiry ability of them was improved. However, students without the teacher feedback experienced difficulty of the open inquiry activity. Thus, a teacher should provide feedback to students for their effective open inquiry performance, and guide them about the method which students comes to a teacher for feedback.
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