문제생성훈련 수업이 중학생의 메타인지와 자기효능감 및 문제 수준에 미치는 영향 = The Effects of Question-Creation Training on Metacognition, Self-efficacy and Question Levels

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the effects of the instruction with question-creation training, compared with traditional science instructions. The instruction with question-creation training is to give students chances to make questions by themselves based on what they learned before the end of the classes. The four effects of the instruction were studied: students` achievement, metacognition, self-efficacy, and the level of the questions created by the students according to different proficiency levels. Research data was gathered from 65 second grade students at a middle school in Busan. The comparative group was instructed in traditional lecture-type teaching method. The experimental group was instructed with questioncreation training. Students in the experimental group were asked to make 3 questions by themselves and then, to solve their peers` questions about 15 minutes before the end of the classes. Both groups were divided into 3 groups by proficiency level according to the results of last semester`s science test. Before the research, a metacognition test and a self-efficacy test were conducted. After the research, an achievement test, a question level test, a metacognition test, and a self-efficacy test were conducted and analyzed by t-test. The research data for question level was analyzed by one-way ANCOVA. The results of this study revealed that question-creation training has a positive effect on student`s achievement, metacognition, and self-efficiency. It also showed most of the students have gained an ability to make higher-level questions regardless of their proficiency level due to the increased number of students who made higher-level questions. It also showed that most of the students could gain an ability to make higher-level questions regardless of their proficiency level from the fact that the number of students who made higher-level questions increased in every proficiency level.

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