문제 생성 전략과 피드백이 중학생들의 과학 성취도, 자기 효능감 및수업에 대한 인식에 미치는 영향
The Effects of Question Generating Strategy and Feedback on Science Achievement,Self-efficiency and Perception of the Class in Middle School
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초록
본 연구는 문제 생성 전략과 피드백 방법이 중학생들의 과학 성취도, 자기 효능감 및 수업에 대한 인식에 미치는 영향을 알아보았다. 대도시에 소재한 중학교 1학년 3개 반을 대상으로 비교 집단은 전통적인 수업과 교사가 배부한학습지의 문제를 풀도록 하였고, 실험 집단 1, 2는 전통적인 수업을 받은 후 문제를 생성하고 동료에 의한 피드백과 교사에 의한 피드백을 각각 받도록 하였다. 수업 전 자기 효능감 검사가 실시되었으며 수업 후에는 과학 성취도, 자기 효능감 및 수업에 대한 인식 검사가 이루어졌다. 결과 분석을 위하여 공분산분석, 다변량 공분산분석과 t-검정을 실시하였다. 연구 결과는 다음과 같다. 첫째, 과학 성취도에 있어서 비교 집단과 실험 집단들 간에는 큰 차이가 있었으나(p<.01),실험 집단 간에는 차이가 없었다(p>.05). 둘째, 실험 집단은 비교 집단에 비해 자기 효능감에서 우수한 효과를 나타냈으며(p<.01), 실험 집단 1은 자기 효능감의 하위 영역 중 자기조절 부분에서(p<.01), 실험 집단 2는 과제 난이도 선호 부분에서(p<.01) 통계적으로 유의미한 결과가 나타났다. 셋째, 문제를 생성한 후 교사에 의한 피드백을 받은 실험 집단 2가 동료에 의해 피드백을 받은 실험 집단 1에 비해 수업에 대한 인식은 더 긍정적인 것으로 나타났다.
Abstract
This study is examined for the effects of question generating strategy and feedback(teacher feedback and student peer reviews) on science achievement, self-efficiency and perception of the class in the middle school. Three classes of middle school 1st grade in a city were sampled for the study. The students in comparative group took traditional lessons and solved questions presented on worksheets distributed by a teacher. On the other hand, the students in the experimental groups 1 and 2 generated and solved questions by themselves after traditional lessons and then participated in the activity with peer’s feedback and teacher's feedback, respectively. A self-efficiency test had been conducted before the treatments and the various tests such as achievement, self-efficiency and the perception of the class were carried out after treatments. The statistical results were analysed by ANCOVA, MANCOVA and t-test. The results of this study were as follows: First,there was significant difference between the control and experimental groups in the science achievement test (p<.01). But there was no significant difference between the experimental groups (p>.05). Second, both of the experimental groups showed enhanced self-efficiency compared with comparative group (p<.01). In sub-areas of self-efficiency, there were also meaningful results in the area of self-efficiency for control experimental group 1(p<.01), and in the area of difficulty preferences for experimental group 2 (p<.01). Third, the experimental group 1, given teacher’s feedback, showed more positive perception of the class than the experimental group 2 that was given peer’s feedback (p<.01).
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