PDODE 수업 전략이 중학교 학습부진 학생들의 세포분열 개념 이해와 과학 학습 동기에 미치는 영향
Influence of PDODE Teaching Strategy on Middle School Underachievers' Understanding of Cell Division and Science Learning Motivation
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This research aimed to explore the influence of developing prediction-discussion-observation- discussion-explanation (hereafter called PDODE) teaching program and applying it to cell division teaching on students' levels of drawing cell division, academic achievement, and science learning motivation. 20 research subjects were selected among 368 third-grade students of a middle school in metropolitan city, as those who had recorded the lowest achievement in the local educational office's test conducted during the second term of their previous grade. The results of this study were as follows: First, as a result of analyzing the level of drawing the cell division process, it was shown that before PDODE teaching, most students remained in the level that drew no image, otherwise nothing recognized or expressed as an image, while after PDODE teaching, largely increased were those who made the right drawings including more than eight essential elements of cell division based on correct understanding; Second, as a result of looking into the influence of PDODE teaching strategy on the underachievers' academic achievement, it helped to understand the concept of cell division, thus being effective in improving academic achievement; Third, as a result of examining the influence of PDODE teaching strategy on the underachievers' scientific learning motivation, it proved effective in all realms of self-efficacy, active learning strategies, science learning value, performance goal, achievement goal, and learning environment stimulation.
Abstract
This research aimed to explore the influence of developing prediction-discussion-observation- discussion-explanation (hereafter called PDODE) teaching program and applying it to cell division teaching on students' levels of drawing cell division, academic achievement, and science learning motivation. 20 research subjects were selected among 368 third-grade students of a middle school in metropolitan city, as those who had recorded the lowest achievement in the local educational office's test conducted during the second term of their previous grade. The results of this study were as follows: First, as a result of analyzing the level of drawing the cell division process, it was shown that before PDODE teaching, most students remained in the level that drew no image, otherwise nothing recognized or expressed as an image, while after PDODE teaching, largely increased were those who made the right drawings including more than eight essential elements of cell division based on correct understanding; Second, as a result of looking into the influence of PDODE teaching strategy on the underachievers' academic achievement, it helped to understand the concept of cell division, thus being effective in improving academic achievement; Third, as a result of examining the influence of PDODE teaching strategy on the underachievers' scientific learning motivation, it proved effective in all realms of self-efficacy, active learning strategies, science learning value, performance goal, achievement goal, and learning environment stimulation.
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