형성평가를 이용한 교수-학습 전략이 중학교 학생들의 과학개념 이해, 학습동기, 메타인지 능력에 미치는 영향

Abstract

The purpose of this study was to investigate the effects of the formative assessment-based teaching strategy on the students’ science concept understanding, learning motivation, and meta-cognitive ability. Students’ perceptions towards this teaching strategy were also examined. Four classes were chosen from a middle school in Busan. Formative assessment-based teaching strategy developed for this study was applied to the experimental group of 2 classes and the traditional teaching strategy was applied to the control group of other 2 classes. The tests of students’ learning motivation, meta-cognitive ability were administered before and after the instruction period. The science concept understanding test was administered only after the instruction. The results showed that the new teaching strategy was more effective for enhancing students’ concept understanding and learning motivation than the traditional teaching strategy. However, there was no significant difference in metacognitive ability between two groups. From the survey of students’ perception, it was found that students thought that the new teaching strategy motivated them to learn and was