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http://dx.doi.org/10.5012/jkcs.2004.48.2.182

The Instructional Effect of Problem-Solving Strategy Emphasizing Planning and Checking Stages  

Jeon, Kyung-Moon (Department of Science Education, Gwangju National University of Education)
Kang, Hun-Sik (Department of Chemistry Education, Seoul National University)
Noh, Tae-Hee (Department of Chemistry Education, Seoul National University)
Publication Information
Journal of the Korean Chemical Society / v.48, no.2, 2004 , pp. 182-188 More about this Journal
Abstract
In this study, the effects of a four-stage problem-solving strategy emphasizing planning and checking stages were investigated. Two high school classes (N=55) were randomly assigned to either treatment or control group, and taught about two topics, 'gas' and 'solution' for 8 class hours. Teacher used the four-stage problem-solving strategy emphasizing planning and checking stages in the treatment group, and used traditional lecture in the control group. Two-way ANCOVA results revealed that the test scores of the treatment group were significantly higher than those of the control group in the problem-solving ability, especially in the subcategories of 'conceptual knowledge' and 'mathematical execution'. There was significant interaction between the instruction and the level of prior achievement in the 'satisfaction' of the learning motivation. The lower level students in the control group were more satisfied with chemistry class than those in the treatment group. There was no significant difference between the two groups in the scores of the awareness of metacognition. Educational implications are discussed.
Keywords
Problem-Solving Strategy; Planning; Checking; Problem-Solving Ability;
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