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.
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Acknowledgements
This research is funded and supported by the Ministry of Science and Technology, R.O.C. (grant number 99-2511-S-153-007-MY3). We would like to express appreciation to Professor Larry Yore and Shari Yore for their mentoring assistance in this article.
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Lin, SW., Liu, Y. A Diagnostic-Remediation Teaching System for Enhancing Elementary Students’ Science Listening Comprehension. Int J of Sci and Math Educ 15, 1485–1500 (2017). https://doi.org/10.1007/s10763-016-9756-4
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DOI: https://doi.org/10.1007/s10763-016-9756-4