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Ninety 6th graders were randomly assigned to an experimental or a control group in this 5 week study of the effects of constructivist instruction on writing performance. After the writing pre-test, the experimental group was treated with constructivis...
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RISS 인기검색어
https://www.riss.kr/link?id=A102953735
- 저자
- 발행기관
- 학술지명
- 권호사항
-
발행연도
2000
-
작성언어
Korean
-
KDC
598
-
등재정보
KCI우수등재
-
자료형태
학술저널
- 발행기관 URL
-
수록면
83-97(15쪽)
- 제공처
- 소장기관
-
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상세조회 -
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부가정보
다국어 초록 (Multilingual Abstract)
Ninety 6th graders were randomly assigned to an experimental or a control group in this 5 week study of the effects of constructivist instruction on writing performance. After the writing pre-test, the experimental group was treated with constructivist instruction while the control group was treated with a tradition procedure based on Joyce and Weil`s(1992) basic exercise model Instruction consisted of ten 40-minute sessions. The effectiveness of the constructivist instruction was tested by post-and retention-tests. Two raters scored the children`s writing by the analytical scale of Jin-Suk Won(1994). Results were analyzed by t-test. The writing performance and the retention scores of the experimental group were higher than that of the control group. The results of the sub-criteria scores showed significant effects on children`s understanding of contents and constructive performance.
Ninety 6th graders were randomly assigned to an experimental or a control group in this 5 week study of the effects of constructivist instruction on writing performance. After the writing pre-test, the experimental group was treated with constructivist instruction while the control group was treated with a tradition procedure based on Joyce and Weil`s(1992) basic exercise model Instruction consisted of ten 40-minute sessions. The effectiveness of the constructivist instruction was tested by post-and retention-tests. Two raters scored the children`s writing by the analytical scale of Jin-Suk Won(1994). Results were analyzed by t-test. The writing performance and the retention scores of the experimental group were higher than that of the control group. The results of the sub-criteria scores showed significant effects on children`s understanding of contents and constructive performance.
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