An Evaluation of Science Class Design and Feedback-Function as a Primary Method of Instruction

Abstract

This study envisioned a science class design which utilized evaluation and instruction based on feedback-function with a central figure as the main instruction stratagem and evaluated the effectiveness of learning strategies such as independent deep discussion. Therefore I carried out formative assessment from the viewpoint of four levels of feedback functions: a task level, a process level, a self-regulation level, and a self level, to scheme the making of scaffold to let a gloomy terrier settled first as instruction stratagem accomplish. As well, depending on the learning situation of the child, I carried out feedback and planned instruction according to scholastic ability. As a result, I designed a lesson on the scientific concept of dissolution while the child recognizing cause and effect relationships while making a problem clear and coordinating learning. Independent learning was examined at the same time. In other words, the science class design which utilized instruction and evaluation based on the feedback function) and embodied learning strategies such as independent discussion, was more effective to deepen students’ understanding of new scientific concepts.