문제 해결 전략과 해결자 , 청취자 활동이 고등학생의 화학 문제 해결에 미치는 효과 = The Effects of Problem Solving Strategy and Paired Think - Aloud Problem Solving on High School Students` Chemistry Problem Solving

다국어 초록 (Multilingual Abstract)

The effect of the instructional approach that asked students to check their problem-solving processes through a paired think-aloud problem solving after presenting molecular-level pictures and a four stage-problem solving strategy was investigated. Four high school classes (N = 191) were randomly assigned to St group (using Strategy individually), SL group (Solver·Listener), St-SL group (using Strategy-Solver·Listener), and control group. Although the test scores of the St-SL group on strategy performing ability were significantly higher than those of the control group, there was not significant difference for the scores in the multiple-choice algorithmic problems. Regarding the subcategories of strategy performing ability test, students` ability of understanding given of problems and deriving the proper physical quantity was improved, but their ability of setting up subgoals and reviewing their solving process was very low. The preference to the strategy of the St-SL group was more positive than that of the St group.