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E-mail: sbmoon@pusan.ac.kr(Received July 3, 2012; Accepted August 29, 2012).          ,         .    1 3           ,   1, 2               .          ,        .    ,   t- .    . ,           (p .05). ,          (p .05). Second, both of the experimental groupsshowed enhanced self-efficiency compared with comparative group (p<.01). In sub-areas of self-efficiency, there were alsomeaningful results in the area of self-efficiency for control experimental group 1(p<.01), and in the area of difficulty pref-erences for experimental group 2 (p<.01). Third, the experimental group 1, given teacher’s feedback, showed more positiveperception of the class than the experimental group 2 that was given peer’s feedback (p<.01).Key words: Question generating, Science achievement, Self efficiency, Perception of the class

The Effects of Question Generating Strategy and Feedback on Science Achievement, Self-efficiency and Perception of the Class in Middle School