資訊融入自然領域教學活動對學習成效影響之研究-以國小學生鯨魚概念學習為例

外文標題: 
The study of assessing learning effectiveness of teaching natural science by educational technology - the elementary students learn whale concepts.
校院系所: 
國立臺東大學 教育學系(所)
指導教授: 
楊義清
出版年份: 
2009年
主題類別: 
摘要: 

本研究旨在探討以資訊融入自然領域教學活動之鯨魚概念的學習成效。以資訊融入教學法與傳統教學法分組進行自然領域的鯨魚概念教學,並透過「鯨魚概念成就測驗」蒐集資料,以了解資訊融入教學法與傳統教學法在鯨魚概念學習上的差異。 本研究採用準實驗研究法之「不等組前後測設計」,選取台中縣某國小五年級中的四個班為實驗對象。其中兩班為實驗組,接受資訊融入教學;另外兩班為控制組,接受一般傳統教學。教學時間為一節課40分鐘,並在教學前與教學後進行「鯨魚概念成就測驗」的前測與後測,檢驗兩組學生在教學過後的立即學習成效。之後經過六週的時間,以「鯨魚概念成就測驗」進行延宕測驗,檢驗兩組學生之保留學習成效。 對於本研究所設計的資訊融入鯨魚概念教學,發現以下的研究結果:無論立即學習成效或經過六週後的保留學習成效,接受資訊融入教學法的學生皆顯著優於接受傳統教學法者。

外文摘要: 

This study is aimed at researching the teaching activities of the whale concepts learning in natural science by educational technology. By dividing samples into two groups, teaching one group by educational technology and teaching another group traditional instruction of whale concepts, and then collecting information by testing students, the researcher tries to understand the differences between instruction by educational technology and traditional instruction. The Non-Equivalent Groups Design is used in this study. And the students of the four fifth grade classes from an elementary school in Taichung County are chosen for the experiment. The students of two classes are the treated group taught whale concepts by learning technology and the others are the comparison group taught traditional instruction of whale concepts. Teaching time of the experiment is 40 minutes. And there are a pretest and posttest for the treated and comparison groups to collect the feedback about the researcher's teaching. After six weeks the researcher does a posttest one more time to know how much whale concepts the students keep in mind. In the end the researcher thinks that teaching whale concepts by learning technology is better than traditional instruction after assessing learning effectiveness and learning effectiveness six weeks later.