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http://dx.doi.org/10.5012/jkcs.2007.51.2.193

The Effects of Situational Context Feedbacks in Chemistry Learning with Computer-Assisted Instruction  

Kim, Kyung-Sun (Department of Chemistry Education, Seoul National University)
Chung, Kyoung-Jin (Department of Chemistry Education, Seoul National University)
Cha, Jeong-Ho (Division of Science Education, Daegu University)
Kang, Yi-Young (Kyomun middle school)
Noh, Tae-Hee (Department of Chemistry Education, Seoul National University)
Publication Information
Journal of the Korean Chemical Society / v.51, no.2, 2007 , pp. 193-200 More about this Journal
Abstract
This study investigated the effects of situational context feedback in CAI upon students' conceptual understanding, science learning motivation, and the perception of CAI. Seventh graders (N = 114) from a coed middle school in Incheon were assigned to the situational context feedback CAI (SCF-CAI), the feedback CAI (F-CAI) and the CAI groups, and were taught about ‘three states of matter' and ‘motion of molecules' for 8 class hours. Prior science achievement test score used as a blocking variable. Two-way ANCOVA results revealed that the conceptual understanding test scores of the SCF-CAI group were significantly higher than those of the other groups. For the higher achievers, the scores of the F-CAI group in science learning motivation test were significantly higher than those of the CAI group. However, there was no significant difference among the lower achievers of three groups. The higher achievers in the SCFCAI and the F-CAI groups perceived the CAI more positively than those of the CAI group. The lower achievers in the FCAI group perceived the CAI more negatively than those of the other groups. Educational implications are discussed.
Keywords
Computer-assisted Instruction; Situational Context Feedback; Conceptual Understanding; Science Learning Motivation;
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