웹기반 과학 수업 방법과 자기조절학습 수준이 초등학생의 과학적 자기효능감과 과학 학업성취에 미치는 효과

초록

This study investigated the effects of web-based science program on students' scientific self-efficacy and academic achievement on 120 5th grade students' scientific self-efficacy and their science performance. Students were divided into two groups(experimental and traditional groups) and assessed on their self-regulated learning levels(high and low) using the self-regulated learning scale. The students were given the science performance test which was developed for this research as well as the scientific self-efficacy scale to measure their scientific self-efficacy. The findings indicated that students in the experimental group who were exposed to the web-based science program showed a significantly greater improvement on the science performance and scientific self-efficacy than those in the traditional group. For those with high level of self-regulated learning, students in the experimental group had higher science performance and scientific self-efficacy than those in the traditional group. For those with low level of self-regulated learning, there were no significant differences observed on the science performance and scientific self-efficacy between the experimental and control groups. Therefore, for those with high level of self-regulated learning, web-based science programmed instruction was more effective to enhance their science performance and scientific self-efficacy than the traditional instruction. For those with low level of self-regulated learning, however, web-based science programmed instruction was not as effective to do as the traditional instruction.

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