Abstract
Abstract:The purpose of this study is to analyze the teaching-learning effect of using self-regulated learningstrategy on experimental classes for the ‘kinetics’ unit of 10th grade science textbook. Six classes were chosen andclassified into two groups: the first group, the control group, was taught with the regular laboratory activity and theother group, the experimental group, was taught with the teaching-learning method using self-regulated learningprogram. After the laboratory activity for the unit using self-regulated learning program, the mean values of thescientific inquiry, scientific attitudes, and performance assessment of the experimental group were larger than thoseof the control group. There were significant differences between the two groups in the post-test. With the results ofthe post-test for the experimental group, the self-regulated learning program has significant relationships on scientificinquiry, scientific attitudes, and scientific achievements.Key words: scientific inquiry, scientific attitudes, performance assessment, self-regulated learning programGyeongsang National University
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