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http://dx.doi.org/10.5012/jkcs.2007.51.6.569

The Effect of Grouping by Communication Apprehension Level in Paired Think-Aloud Problem Solving for Middle School Chemistry  

Kang, Hun-Sik (Department of Science Education, Chuncheon National University of Education)
Lee, Jeong-Soon (Department of Chemistry Education, Seoul National University)
Kim, Kyung-Sun (Department of Chemistry Education, Seoul National University)
Jeon, Kyung-Moon (Department of Science Education, Gwangju National University of Education)
Noh, Tae-Hee (Department of Chemistry Education, Seoul National University)
Publication Information
Journal of the Korean Chemical Society / v.51, no.6, 2007 , pp. 569-576 More about this Journal
Abstract
In this study, the effect of grouping by communication apprehension level in paired think-aloud problem solving was examined. Three classes of 9th graders (N=99) were randomly assigned to a control group, homogeneous group or heterogeneous group based on the test scores of their communication apprehension. After the instructions concerning ‘writing balanced chemical equation', ‘the law of conservation of mass', and ‘the law of definite proportions' for 7 class hours, students' chemistry problem solving ability and the perception to the paired think-aloud problem solving were examined. Two-way ANOVA results revealed that there was an interactive effect in the score of chemistry problem solving ability test. In simple effect test for the students of low communication apprehension, the scores of the heterogeneous group were found to be significantly higher than those of the control group. However, the students in homogeneous group had relatively positive perceptions to the paired think-aloud problem solving.
Keywords
Paired Think-Aloud Problem Solving; Communication Apprehension; Chemistry Problem Solving;
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