The Effects of Formative Assessment Using Mobile Applications on Interest and Self-Directedness in Science Instruction

Abstract

This study investigates the effects of formative assessment utilizing mobile applications on interest and self-directedness in science instruction. The study subjects are two 6th grade classes from H elementary school located in Incheon, and the experimental group and the comparative group are composed of 21 students, respectively. The students from the experimental group have been taught with mobile devices while the comparative group has been taught in methods consistent with the current teaching standards. For the sake of research, the results of the method applied to the mobile device focus group have been edited using Google Drive Forms, entered as QR codes and stored in order for them to later be utilized for teaching and learning process. In the process, the teacher has provided the students with feedback based on their answers. The students of comparative group are to solve the same formative assessment in paper. As a result, the teacher of the mobile device focus group has been able to go through twenty-nine questions on formative assessment in the teaching and learning process, confirm the correct answers five times and provide feedback twenty-five times for additional explanation. In the inquiry about interest, the mobile device group scored 4.64 points and the standard one scored just 1.99 points (p<0.01). Fifteen students answered in the interview that and the major reason why they scored high has been because it was fun to study with mobile devices. When it comes to self-directedness over the process of teaching and learning, the mobile device focus group has answered positively but the standard group has scored relatively low (p<0.01).

The Effect of Science Teaching and Learning Methods from the Perspectives of the Science-Related Attitude

“…지필 평가에서 TV와 유인물 의 만화를 활용한 형성 평가는 평가에 대한 부정적 인식과 태도를 긍정적으로 변화시켰고 , 모바일을 이용한 단답형 형성 평가는 흥미 성, 자기 주도성을 유의하게 향상시켰다 (Kwak & Shin, 2014). 그러나 미리 계획된 형성 평가가 아니라, 학 습 상황에서 학생과 교사의 질문과 피드백 등을 통 한 '상호작용하는 형성 평가' (Bell, 2008;quoted in Kim et al, 2014)에서 학생의 과학 및 과학 학습에 대한 태도에 유의한 향상이 없었다 .…”

The Effects of Individualized Learning Adapted to Students' Conceptions Using Smart Devices in Science Instruction

“…과학 수업에 대한 즐거움 검사 점수의 평균, 표준 편차, 교정 평균은 (Kang et al, 2014;Kwack & Shin, 2014), 모바일 웹 자료에 포함된 다양한 멀티미디어 요소도 제공되므로 학생들의 흥미가 유발된 것으 로 볼 수 있다.…”

“…최근 스마트 기기를 활용하여 학생들에게 진단 및 형성 평가를 제공 했을 때 학습에 대한 흥미, 태도, 만족도, 학습 성과에 효과가 있다는 연구들이 보고되었다 (Hwang & Chang, 2011;Kang et al, 2014;Kwack & Shin, 2014). …”