Journal of Korean Elementary Science Education (한국초등과학교육학회지:초등과학교육)
- Volume 29 Issue 4
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- Pages.389-400
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- 2010
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- 1598-3099(pISSN)
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- 2733-8436(eISSN)
Effects of Self-regulated Learning on Academic Self-regulation, Science Achievement and Science Related Affective Domains
자기조절학습 수업 모형을 적용한 과학 수업이 초등학생의 학업적 자기조절능력 및 학업 성취, 과학에 관련된 정의적 특성에 미치는 영향
- Chung, Young-Lan (Ewha Womans University) ;
- Ahn, Mi-Kyung (Ewha Womans University)
- Received : 2010.05.09
- Accepted : 2010.11.05
- Published : 2010.11.30
Abstract
This study is focused on analyzing effects of Self-regulated learning on Academic self-regulation, Science achievement and Science Related Affective Domains. The subjects of this study were sampled from fifth grades of a elementary school in Seoul, 61 students. One class (31 students) out of selected two classes was applied to Self regulated learning Teaching Model, the other (30 students) took conventional methods of teaching. The experiment proceeded for 21 weeks, 51 times of classes. According to the results of this study, Self-regulated learning improved the children's Academic self regulation ability. Self-regulated learning improved the children's science achievement. Self-regulated learning improved the children's Science Related Affective Domains. Furthermore, six distinct dimensions of Academic self-regulation have correlation with scientific attitudes, interests of Science Related Affective Domains.
Keywords