The Effects of Self-Regulated Learning on Cellular Alternative Concepts of the Seventh Grade Students

• Main Authors: Chun-Tao Tsai, 蔡春桃
• Other Authors: none
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/78769523829516761228

碩士 === 中原大學 === 教育研究所 === 98 === The Effects of Self-Regulated Learning on Cellular Alternative Concepts of the Seventh Grade Students Abstract The aim of this study was to investigate the effects of self-regulated learning on cellular alternative concepts of the seventh graders. A quasi-experimental method was adopted in this study. One of the two classes of the seventh graders from a junior high school in Tao-yuan County was assigned to the experimental group, and the other the control group. Self-regulated learning (SRL) skills were applied to the experimental group (N=32) while the traditional ways of learning were used in the control group (N=34). The experimental group received SRL skills teaching for one period a week, five weeks in total. Two groups took tests, under both “Self-Regulated Learning Inventory” (SRLI) and “Two-tier multiple choice Instrument of the World under Microscope” (TIWM) measuring approaches, before and after teaching. Data obtained were examined with t-test；ANCOVA and Pearson correlation; the information from interviews was aided. As a result, the probe of students’ learning conditions was accomplished. The main findings of this study were summarized below: (a)There were twelve items in TIWM of cellular alternative concepts, one item for Group A: microscope operative skills; six items for Group B: recognizable characteristics of living things; five items for Group C: microorganism with living environment. (b)Significant differences on the scores of tests before and after teaching using SRLI and TIWM were identified. (c) SRL skills could promote experimental group’s scores of SRLI and TIWM. (d) The sores on cognition and context area were apparently higher through SRL skills. (e)The significant positive correlations were shown on these pairs: TIWM-SRLI; TIWM-motivation ; TIWM-behavior. (f) SRL skills indeed improved students’ understanding of the cellular concepts.