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首页> 外文期刊>Journal of the Korean Chemical Society >The Effect of Grouping by Communication Apprehension Level in Paired Think-Aloud Problem Solving for Middle School Chemistry
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The Effect of Grouping by Communication Apprehension Level in Paired Think-Aloud Problem Solving for Middle School Chemistry

机译：沟通理解水平分组对中学化学成对思考问题解决的影响

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In this study, the effect of grouping by communication apprehension level in paired think-aloud problemsolving was examined. Three classes of 9th graders (N=99) were randomly assigned to a control group, homogeneousgroup or heterogeneous group based on the test scores of their communication apprehension. After the instructions concerning??writing balanced chemical equation?ˉ, ??the law of conservation of mass?ˉ, and ??the law of definite proportions?ˉfor 7 class hours, students?ˉ chemistry problem solving ability and the perception to the paired think-aloud problem solvingwere examined. Two-way ANOVA results revealed that there was an interactive effect in the score of chemistry problemsolving ability test. In simple effect test for the students of low communication apprehension, the scores of theheterogeneous group were found to be significantly higher than those of the control group. However, the students inhomogeneous group had relatively positive perceptions to the paired think-aloud problem solving.
机译：在这项研究中，研究了在理解思维配对问题中，按沟通理解水平分组的效果。根据他们的沟通理解测验分数，将三类九年级学生（N = 99）随机分为对照组，同质组或异类组。在关于写出平衡化学方程式，质量守恒定律和定比例定律的说明中，经过7个课时，学生对化学问题的解决能力和对化学反应的认识。研究了配对的思考型问题解决方法。双向方差分析结果表明，化学问题解决能力测试的分数存在交互作用。在对社交理解能力低的学生进行的简单效果测试中，异类组的得分明显高于对照组。然而，学生异质群体对成对的思考能力问题的解决方式具有相对积极的看法。

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