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The Effects Self-assessment on the Student's Science Concept Understanding and Science-related Attitudes in the Middle School
The Effects Self-assessment on the Student's Science Concept Understanding and Science-related Attitudes in the Middle School
Journal of the Korean Chemical Society. 2002. Jun, 46(3): 287-295
  • Published : June 20, 2002
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Nam, Jeong-Hui
Kim, Ji-Yeon
Han, In-Sik

Abstract
In this study, the effects of a self-assessment on the students' science concept understanding and science-related attitudes were investigated. Student's perceptions towards the self-assessment were also examined. Five classes from a middle school in Gyunggi Province were chosen. Two of those classes were assigned to the control group that no self-assesment tool was applied to and the other 3 classes were assigned to the experimental group which a self-assess-ment tool developed for this study was applied to. The experimental group was further divided into two groups for imple-ment of two kinds of programs. One experimental group was provided some feedback such as solutions to problems and the other was not provided any type of feedback. The tests of science-related attitudes were administered before and after the instruction period. The science concepts understanding test was done only after the instruction. The results of this study were as follows. There were significant differences between the experimental group and control group in under-standing of scientific concepts. The enhancement of science-related attitudes was also higher for the experimental group. Providing feedback to students was more effective in the improvement of students' science-related attitudes. However, there were no significant differences in understanding of scientific concepts in relation to the feedback in experiment
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