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The Effects of Formative Assessment-based Teaching and Learning Strategy on the Students' Science Concept Understanding,Motivation and Metacognitive Ability in Middle School

机译:基于形成性评估的教学策略对中学学生科学概念的理解,动机和元认知能力的影响

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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 helpful to understand scientific concepts.
机译:这项研究的目的是研究基于形成性评估的教学策略对学生的科学概念理解,学习动机和元认知能力的影响。还研究了学生对这种教学策略的看法。选择了四个班级来自釜山一所中学的学生。为此研究开发的基于形成性评估的教学策略被应用于2个实验班的实验组,而传统教学策略被应用于其他2个班级的对照组。学生的学习动机测试在教学之前和之后进行元认知能力的训练。仅在教学之后进行科学概念理解测试。结果表明,新的教学策略比传统的教学策略更有效地增强了学生的概念理解和学习动机。但是,元认知能力之间没有显着差异。分为两组。从对学生认知的调查中发现,学生认为新的教学策略可以激发他们的学习兴趣,有助于理解科学概念。

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