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피드백 제공자에 따른 초등학생들의 과학 학업 성취도 차이 및 피드백에 대한 반응
김찬종 ( Chan Jong Kim ),오필석 ( Phil Seok Oh ),전진구 ( Jin Ku Jeon ) 한국초등과학교육학회 2005 초등과학교육 Vol.24 No.2
The goal of this study was to investigate the differences in the effect of feedback from different providers on elementary school students` science achievement and to examine the responses of the students regarding the feedback. Three 6th grade classes were chosen to be assigned as experimental group 1, experimental group 2, and control group, respectively. In experimental group 1, the teacher provided feedback with students concerning the formative evaluations which were conducted periodically. Experimental group 2 was the one in which students were organized into small groups to compose and exchange feedback with one another. No feedback was offered to students in the control group. The results of the science achievement test indicated that the provision of feedback by the teacher resulted in more gains in student academic achievement. The interviews with students revealed that the learners made positive responses to the feedback provided by the teacher while they showed negative attitudes toward the feedback exchange among students. There were also differences in student responses to feedback between high and low achievers in science. Implications for science lessons and science education research were presented and discussed.