2004 Volume 45 Issue 2 Pages 45-52
"Circulatory styled questions and answers-critical learning" has been useful as a teaching method in the science class, and it has been shown that as a result of its use the students improved both in their meta-communication and in their ability of scientific communication with each other. The purpose of this study is to investigate the effect of eleven hours of class using "circulatory styled questions and answers-critical learning" in teaching the unit "electric current and electromagnetism." The effect was evaluated by analyzing the results of a questionnaire and a written examination. In this case, the results were as follows: (1) It encouraged students to acquire knowledge about the experimental method to compare the force of the electromagnets. (2) It encouraged students, especially female students, to acquire knowledge about assembling an electric circuit. (3) It encouraged students to acquire knowledge about the reason why they chose the 5 ampere minus jack of an ammeter when they assembled an electric circuit.
