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  • 09월 20일 16시 이후 : 초록수정 불가능, 일정확인 및 검색만 가능

제126회 대한화학회 학술발표회 및 총회 The Impact of Negotiation-Based Self and Peer Assessment Activities on Science-Gifted Students’ Science Writing and Multiple Representation

2020년 9월 3일 09시 06분 31초
EDU.P-539 이곳을 클릭하시면 발표코드에 대한 설명을 보실 수 있습니다.
10월 21일(수) 16:30~17:00
Chemistry Education
저자 및
Eunbi Jo, Dojun Jung, Jeonghee Nam1,*
Department of Chemistry Education, Pusan National University, Korea
1Department of Chemical Education, Pusan National University, Korea
The purpose of this study was to examine the impact of Negotiation-Based self and peer assessment activities on science-gifted students’ science writing and multiple representations. The participants of this study were 93 11th grade students (five classes), and students were taught five subjects about ‘enthalpy’, ‘equilibrium’, ‘acids and bases’, etc. At the end of each class, students wrote science writing on each subject and then conducted self and peer assessment. Science writing was evaluated based on the criteria derived by students’ negotiations, the result of self and peer assessment of science writing were analyzed to examine the changes in science writing. Then we used surveys and interviews to check the validity of self and peer assessment activities. Also, to study how the self and peer assessment activities influenced the multiple representations, we analyzed students’ science writing using the multiple representations analyze framework developed by Nam et al.(2001). Based on the results, this study would like to suggest a learning environment that supports 'student agency' in learning outcomes as well as the learning process.