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This study investigated the influences of reciprocal peer tutoring strategy and field independencedependence in the instruction enhancing student questions by using weekly reports. Seventh graders (N=152) from a middle school were assigned to WR (weekly reports) and WR-RPT (weekly reports-reciprocal peer tutoring) groups. Students were taught about ‘three states of matter', ‘motion of molecules', and ‘change of states and thermal energy for eighteen class hours and wrote weekly reports six times for the period. The students in the WR-RPT group also conducted reciprocal peer tutoring with the questions of weekly reports which they wrote. The results revealed that the scores of the WR-RPT group were significantly higher than those of the WR group in a conception test regardless of students' field independence-dependence. The field dependent students in the WR-RPT group performed better in an achievement test than those in WR group, while there was no significant difference for the field independent stu dents between the two groups. Additionally, field independent students in each group scored significantly higher than field dependent students in the two tests. Many students, especially having more field independence in the WR-RPT group, perceived WR-RPT positively.

journal of the korean chemical society

The Influences of Reciprocal Peer Tutoring Strategy and Field Independence-Dependence in Instruction Enhancing Student Questions by Using Weekly Reports