A Diagnostic-Remediation Teaching System for Enhancing Elementary Students' Science Listening Comprehension

Autor/inn/en	Lin, Sheau-Wen; Liu, Yu
Titel	A Diagnostic-Remediation Teaching System for Enhancing Elementary Students' Science Listening Comprehension
Quelle	In: International Journal of Science and Mathematics Education, 15 (2017) 8, S.1485-1500 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lin, Sheau-Wen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-016-9756-4
Schlagwörter	Elementary School Students; Science Instruction; Teaching Methods; Listening Comprehension; Scaffolding (Teaching Technique); Web Based Instruction; Diagnostic Tests; Science Tests; Listening Comprehension Tests; Foreign Countries; Computer Assisted Testing; Remedial Instruction; Grade 6; Taiwan + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Hörverständnis; Web Based Training; Diagnostic test; Diagnostischer Test; Hörverstehensübung; Ausland; Förderkurs; School year 06; 6. Schuljahr; Schuljahr 06
Abstract	The purpose of this study was to explore elementary students' listening comprehension changes using a Web-based teaching system that can diagnose and remediate students' science listening comprehension problems during scientific inquiry. The 3-component system consisted of a 9-item science listening comprehension test, a 37-item diagnostic test, and 107 scaffoldings of listening strategies. The diagnostic and remediation system was trialed with grade 6 students (N = 526) from southern Taiwan who were selected by cluster sampling. The participants were asked to take the 3 components individually on a computer. The students' responses were collected and analyzed to document performance and changes. Results indicated that the diagnostic test had a positive influence on science listening comprehension proficiency and addressed potential problems, while the scaffolding helped remediate confirmed listening difficulties. Instructional implications for classroom diagnosis-remediation applications are discussed and future research is outlined. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01