頁籤選單縮合
題 名 | 國小月相概念教學策略對學生學習成就與學習態度之影響研究=The Effect of Different Instructional Strategies on Elementary Students’ Moon-Phase Concept Learning Achievement and Attitudes |
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作 者 | 呂惠紅; | 書刊名 | 新竹縣教育研究集刊 |
卷 期 | 10 2010.12[民99.12] |
頁 次 | 頁109-137 |
分類號 | 523.3332 |
關鍵詞 | 月相概念; 模型教學; 資訊融入教學; Moon-phase concept; Model-manipulated instruction; Computer integrated instruction; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究之目的為探討傳統教學法、模型教學法及資訊教學法三種不同教學方法,對國小月相概念教學之影響,透過自編的「月相概念測驗」與「學習態度量表」蒐集學生學習成果資料,瞭解不同教學方法對學生的學習成效是否有不同的成效。 本研究採準實驗研究設計,研究對象為新竹縣某一國小四年級三班共 94名學生,以教學法與性別為自變項,學習成績與態度為依變項,學生經過前測、教學處理、後測與延後測,獲得研究發現如下: 資訊融入國小月相概念教學,對學童「月相概念測驗」的立即學習效果有顯著的影響。 傳統教學法、模型教學法及資訊教學法三種不同教學方法對學童「月相概念測驗」的保留學習效果均無顯著差異。 男、女學童在「月相概念測驗」的立即學習效果與保留學習效果均無顯著差異。 在學習態度量表方面,性別與教學法有顯著的交互作用,女生在模型教學法的學習態度顯著優於男生;而男生在傳統教學法中的學習顯著優於在模型教學法中的學習。 最後並針對研究結果,提出討論與建議。本實驗研究的結果可以提供教師在月相概念教學方法上的應用參考,對於自然科學概念學習的研究,也提供實證資料與數據,有助於國小自然概念教學與學習成效的提昇與瞭解。 |
英文摘要 | The purpose of this study was to investigate the effect of three instructional strategies, which were conventional instruction, model-manipulated instruction and computer integrated instruction, on fourth-grade students’moon-phase concept learning achievement and attitudes.. A quasi-experimental approach was conducted to test the research hypothesis. The participants were 94 fourth-grade students from three intact classes from one elementary school in Hsinchu County. The independent variables detected in this study were gender and instructional strategies, whereas the dependent variables were learning achievement and attitudes. A concept test, served as pre-test, post-test, and delayed test, was designed by the researcher which was correspondingly administered to the students during the instructional treatment. Moreover, an attitude questionnaire was administered to students alone with the post-test. Based on the statistic results, findings of this research included: 1. Students in the computer integrated group had a significantly higher score on the immediate post-test than the students in the control group. 2. There were no significant differences among the three treatment groups on the delayed -test. 3. There were no significant differences between boys and girls on the immediate post-test and the delayed-test. 4. Girls scored significantly higher than boys on the model-manipulated instruction in the attitude questionnaire. However, boys in the traditional instruction group scored significantly higher than that in the model-manipulated instruction from aspect of attitude questionnaire. Finally, based on the findings and results of this study, further discussions and suggestions were given. The results of the study not only provided teachers an alternative approach on moon phase concept instruction but contributed to the field of elementary students concept learning and enriched the science teaching effectiveness in all aspects. |
本系統中英文摘要資訊取自各篇刊載內容。