Analysis of Task Commitment Types of Science Learning in High School Students' Biology Classification

Abstract

The purpose of this study was to analyze task commitment types of science learning in high school students' biology classification. Thirty students were selected as the representatives of five task commitment types according to task commitment type inventory scores. They participated in think-aloud biology classification task. To analyze the procedural characteristics of task commitment, a coding scheme and think-aloud task were developed. Characteristics of respective task commitment types were identified from the result of the think-aloud protocol coding analysis. They are TGC(task goal commitment) type, LGC(low goal commitment) type, CC(conditional commitment) type, SC(suspended commitment) type, and DC(delayed commitment) type. Findings gained from this study are expected to serve as the foundation of task commitment enhancement strategies and as the information on the characteristics of each task commitment type. Also, future studies are required to investigate the commitmentrelated properties not only in biology classification but also in other science learning situations. : task commitment type, science learning, task solving process, biology classification, think-aloud

Student Commitment to Do Lecture Task Observed from Motivation to Achievement

“…The characteristics of students who have motivation to get achievement are as follows: 1) high responsibility towards themselves, 2) having clear work plan and goal and try to realize them, 3) having the ability to make decision and dare to take the risk, 4) doing activity/work and finishing with satisfying result, 5) having desire to become person who masters certain field [9].…”