정오 및 조언 피드백 학습지를 활용한 중학교 과학 수업에서 전기 개념 변화와 피드백 수용도 특성 연구
A Study on the Characteristics of Electricity Concept Change and Feedback Acceptance in Middle School Science Class Using Correct and Advice Feedback Worksheets
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In this paper, we studied the characteristics of students' electricity concept change and feedback acceptance in the correct and advise feedback classes using the worksheets in middle school. For this study, 2nd year middle school students were divided into two groups, and the correct feedback and the advice feedback were provided to both groups, respectively. Interestingly, it was found that the electricity concept change and the feedback acceptance increased in all feedback classes, and the group that received the advice feedback had slightly larger average values of the electricity concept change and the feedback acceptance than the group that received the correct feedback. In particular, as a result of correlation analysis, the group that received the advice feedback showed a significant correlation between the feedback acceptance and the electricity concept change, and on the contrary, the group that received the correct feedback showed no significant correlation. In conclusion, it can be seen that the external actions such as the teacher's kind explanation and advice in the advice feedback class have a more positive effect on the students' electricity concept change, showing the individual differences in the electricity concept change according to the students' feedback acceptance.
Abstract
In this paper, we studied the characteristics of students' electricity concept change and feedback acceptance in the correct and advise feedback classes using the worksheets in middle school. For this study, 2nd year middle school students were divided into two groups, and the correct feedback and the advice feedback were provided to both groups, respectively. Interestingly, it was found that the electricity concept change and the feedback acceptance increased in all feedback classes, and the group that received the advice feedback had slightly larger average values of the electricity concept change and the feedback acceptance than the group that received the correct feedback. In particular, as a result of correlation analysis, the group that received the advice feedback showed a significant correlation between the feedback acceptance and the electricity concept change, and on the contrary, the group that received the correct feedback showed no significant correlation. In conclusion, it can be seen that the external actions such as the teacher's kind explanation and advice in the advice feedback class have a more positive effect on the students' electricity concept change, showing the individual differences in the electricity concept change according to the students' feedback acceptance.
참고문헌 (27)
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