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

등록일
2020년 9월 3일 09시 06분 31초
접수번호
0504
발표코드
EDU.P-539 이곳을 클릭하시면 발표코드에 대한 설명을 보실 수 있습니다.
발표시간
10월 21일(수) 16:30~17:00
발표형식
포스터
발표분야
Chemistry Education
저자 및
공동저자
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.

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