Browse > Article
http://dx.doi.org/10.5012/jkcs.2004.48.3.283

The Effects of Courseware Instruction Using Scaffolding Strategy on 10th Grade Students' Learning Chemical Reaction Rate  

Cho, Hyang-Suk (Dang Gok High School)
Choi, Byung-Soon (Department of Chemistry Education, Korea National University of Education)
Park, Kuk-Tae (Department of Chemistry Education, Korea National University of Education)
Publication Information
Journal of the Korean Chemical Society / v.48, no.3, 2004 , pp. 283-290 More about this Journal
Abstract
The purpose of this study were to develop of courseware using scaffolding strategy and to investigate the effect of courseware instruction upon students' conceptual understanding and affective domain including effort and self-checking. 10th grade students in the experimental and control groups were selected from high school at Cheongwon-gun in Chungbuk, and taught about chemical reaction rate for 3 class hours. The students in the experimental group studied individually through courseware using scaffolding strategy and worksheet and teacher-centered expository lesson was used in the control group. Prior to the instructions, test specification for problem-solving assessment (TSPSA) was administered and the scores of the previous science achievement test were obtained. After the instructions, the posttest on conceptual understanding and TSPSA were administered. Results of this study revealed that the mean score of the experimental group in the conceptual understanding test was similar to that of the control group at statistically significant level. This result implies that the courseware using scaffolding strategy could be a tool of the individualized instruction. The experimental group improved significantly better in three components of the TSPSA such as effort, self-checking, and cognitive strategy. From this result, it is considered that learners' self regulation is improved by being taken over responsibility of learning. So, it is suggested that instruction using scaffolding strategy is needed in science class to improve self-leading learning ability.
Keywords
Scaffolding; Courseware; Self-regulation;
Citations & Related Records
연도 인용수 순위
  • Reference
1 Hur, H.-K. J. Kor. Edu. Res. 1996, 34, 314.
2 Noh, T.-H.; Cha, J.-H.; Kim, C.-M. J. Kor. Assoc. Res.Sci. Educ. 1999, 19, 134.
3 Song, S.-H. Kor. Res. Educ. Psychology 2000, 14, 89.
4 Lee, Y.-W.; Kang, S.-B.; Kim, I.-S.; Kim, S.-J.; Lee, J.-W.; Ahn, J.-J.; Bae, M.-J.; Jeon, H.-Y. High School Science;Seoul Goeyuk Publishing: Seoul, Korea, 2002;pp 136-148.
5 Howe, A. C. Sci. Educ. 1996, 80, 46.
6 Lee, M.-W.; Jeon, S.-Y.; Chio, B.-S.; Kwon, S.-M.; Noh, T.-H.; Hur, S.-I.; Kim, C.-B.; Kang, S.-J.; Park, H.-H.; Kim, K.-H.; Kim, G. High School Science; Kumsung Publishing: Seoul, Korea, 2002; pp 174-196.
7 Kim, C.-J.; Seo, M.-S.; Kim, H.-B.; Sim, J.-H.; Hyeon,J.-O.; Han, I.-Y.; Kwon, S.-K.; Park, S.-S. High SchoolScience; Didimdol Publishing: Seoul, Korea, 2002; pp146-158.
8 Bell, P.; Davis, E. A. Fourth International Conferenceof the Learning Sciences; 2000; p 145.
9 Kang, I.-A. Why constructivism? Moonyem Publishing:Seoul, Korea, 1997; pp 68-80.
10 Vygotsky, L. S. Thought and language; A. Kouzulin(Trans.); MIT Press: Cambridge, 1978; pp 146-209.
11 Jackson, S. L.; Krajcik, J.; Soloway, E. Proceedings ofCHI (computer-human interaction) 98; 1998; p 190.
12 Kim, K.-S. The correlation between concepts on reactionrate and concepts on chemical equilibrium in highschool students; M. Ed. Thesis, Korea National Universityof Education: 2003.
13 Jeong, W.-H.; Kwon, J.-S.; Kim, D.-S.; Kim, B.-K; Sin,Y.-J.; Woo, U.-O.; Lee, K.-J.; Jeong, J.-W.; Choi, B.-S.;Hwang, W.-K. High School Science; Hyohaksa Publishing:Seoul, Korea, 2002; pp 156-173.
14 Woo, G.-H.; Lee, C.-W.; Oh, D.-H.; Kim, Y.-Y.; Keong, J.-B.; Lee, K.-H.; Park, T.-H.; Lee, Y.-J.; Baik, S.-K.; Kim, B.-I.; Kim, B.-R.; Lee, K.-Y. High School Science; Jungang Publishing: Seoul, Korea, 2002; pp 164-183.
15 Choi, B.-S.; Kim, J.-K. Chem. Educ. of Kor. Chem.Soc. 1994, 21, 85.
16 Salomon, G.; Globerson, T.; Guterman, E. J. Educ. Psychology.1989, 81, 626.
17 Kim, K.-H. The effects of social interaction using ARCS strategies on the development of learning motivation and reaction rate concept; Ph.D. Thesis, Korea National University of Education: 2002.
18 O'Neil, H. F. Jr.; Schacter, J. Test specifications forproblem-solving assessment; CSE (Center for the Studyof Evaluation) Technical Report 463: 1997.
19 Han, S.-M. Vygotsky and education; KyoyuokkwahakPublishing: Seoul, Korea, 1999; pp 139-146.
20 Lee, G.-S.; Cho, H.-H.; Park, B.-S.; Park, M.-S.; Sim, K.-S.; Sim, J.-S.; Choi, J.-B.; Jang, J.-C.; Lee, C.-J.; Lee, Y.-J. High School Science; Daehan Publishing: Seoul, Korea, 2002; pp 156-175.
21 Reiser, B. J. Proceedings of CSCL (Computer Supportfor Collaborative Learning) 2002; 2002; p 258.