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題 名 | 課文結構與先備知識對於科學理論之學習助益性的研究=A Study of the Effects of Text Structure and Prior Knowledge on the Improvement of Learning about Scientific Theory |
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作 者 | 許良榮; | 書刊名 | 臺中師院學報 |
卷 期 | 10 1996.06[民85.06] |
頁 次 | 頁471-504 |
分類號 | 521.593 |
關鍵詞 | 課文結構; 先備知識; 科學理論; 學習; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在探討課文結構與先備知識對於科學理論之學習助益性的影響。研究以師範學院學生共149位為研究對象,首先經過前測及先備知識測驗,間隔一週後分別閱讀研究者設計的「科學史結構」與「傳統結構」二種課文之一,並在閱讀後立刻進行後測。 研究結果顯示:(1)閱讀「科學史結構」課文的學生在科學理論之記憶與理解的學習表現都優於閱讀「傳統結構」課文的學生;(2)不同課文結構對於科學理論之記憶與理解的助益性,其主要效果達到非常顯著水準(P<.001);(3)先備知識對於科學理論之記憶的助益性,主要效果達到非常顯著水準(P<.001);(4)課文與先備知識的交互作用在科學理論的記憶或理解的助益性都沒有達到顯著水準。 由研究結果,本研究建議「科學史結構」對於科學理論的學習具有正面的效果,值得肯定,對於課程發展或教材設計具有參考價值。 |
英文摘要 | The purpose of this study was to investigate the effects of text structure and prior knowledge on the improvement of learning scientific theory. One hundred and forty nine students of a Teachers College were asked to compelete a pretest and a prior-knowledge test. After a week, they were randomly assigned to read either the text of conventional structure(Group A) or the text of historical structure(Group B). A posttest was administered after the subjects had completed the reading of their assigned texts. The following is a summary of the present study: (1)the mean recall and comprehension score of group A was better than that of group B; (2)subjects who were assigned to read the text of historical structure performed significantly better than those assigned to read the text of conventional structure in recall and comprehension; (3)it was found that the subjects' prior knowledge significantly influence their memory of scientific theory; (4)there was no significant interactions between text structure and prior knowledge. The results of the present study suggest that using the text of historical structure to learn scientific theory can effectively improve reading comprehension. |
本系統中英文摘要資訊取自各篇刊載內容。