教學方法與學習偏好對電腦輔助自然科學學習成效之影響
The Learning Effects of Instructional Methods and Learning Preferences in a Computer-Assisted Science Learning Environment
- 關鍵字：
- 電腦輔助學習、教學方法、學習偏好 / Computer-assisted learning、Instructional methods、Learning preferences
第四十九輯．第四期 - 2003-12-31
教學方法與學習偏好對電腦輔助自然科學學習成效之影響于富雲
The Learning Effects of Instructional Methods and Learning Preferences in a Computer-Assisted Science Learning EnvironmentFu-Yun Yu
國小教師藝能科教學信念之調查研究--以美勞科教師為例 甄曉蘭、周立勳
A Survey Study of Elementary School Teachers' Beliefs about Teaching ArtHsiao-Lan Chen、 Li-Hsiun Chou
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Analysis of the Theoretical Basis and Practical Applicability of a College Teacher's Achievement Evaluation Model: The Case Study of a National University in HsinchuPeng-Ting Chen* Zon-Yau Lee** Hsiao-Cheng Yu*** Gwo-Hashiung Tzeng****
驅動學校組織學習的因素分析魏惠娟、林怡禮、潘慧玲、張明輝、陳嘉彌
Analysis of the Factors that Drive Organizational Learning in SchoolsH. C. P. Wei* Y. L. Jack Lam** H. L. W. Pan*** M. F. D. Chang**** C. M. Marshall Chan*****
新學習文化的塑造與發展：終身學習取向 吳明烈
Creating and Developing a New Learning Culture: Lifelong Learning ApproachMing-Lieh Wu
教師是專業或是觀念簡單性的忠誠執行者？文化再製理論的檢證 姜添輝
Are Teachers Professional Educators or Loyal Implementers with Conceptual Simplicity? A Study of Cultural ReproductionTien-Hui Chiang
教育界的勞動後備軍--已婚女性代課教師之初探性研究 王百合、游美惠
The Reserve Labor Force in Taiwan's School System: An Exploratory Study of Married Female Substitute TeachersBi-Ho Wang* Mei-Hui You**
跨國婚姻移民教育的核心課題：一個行動研究的省思 何青蓉
Core Issues of Educational Programs for Interethnic-Marriage Immigrants: Reflections on an Action Research ExperienceChing-Jung Ho
臺灣地區新職業聲望與社經地位量表」之建構與評估：社會科學與教育社會學研究本土化 黃毅志
The Construction and Assessment of the “New Occupational Prestige and Socioeconomic Scores for Taiwan”: The Indigenization of the Social Science and Sociology of Education ResearchYih-Jyh Hwang
- 摘要
- 英文摘要
- 參考文獻
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本研究旨在瞭解小組合作學習、個別獨立自學以及個別競爭等三種不同教學方法以及配合學習者對教學方法偏好與否，兩自變項對國小學童電腦輔助自然科學學習成效之影響。以3X2二因子準實驗設計法，利用臺南市一國小五年級九個班級學生（335人）進行電腦輔助學習活動，使用學習偏好量表、兩份成就測驗及自然科態度量表收集相關資料。資料以二因子變異數統計方法分析發現，教學方法以及配合學習偏好與否兩自變項對學業成就與學科態度有交互作用。基於本研究結果建議，為提昇自然學科學業成就與學科態度，教學者在選用教學法的同時，應考量學習者對不同教學法的偏好狀態，運用不同的教學策略，以有效提昇學生的學業成就抑或學科態度。
The main purpose of this study was to examine the relative effects of cooperative， competitive， and individualist learning on student academic achievements and attitudes. Since matching instructional methods with individual preferences has been intuitively recommended but rarely substantiated empirically， the second purpose of this study was to explore the interactive effects of instructional methods and learners’ preferences on student learning. A 3X2 factorial design was adopted for this study. Nine fifth-grade classes (N=335) participated in the study for three consecutive weeks. Data were collected via “Learning Preference Scale for Students，” two posttests， and a questionnaire regarding “Attitudes toward Science in School Assessment，” and then analyzed by means of two-way ANOVA. It was found that there were interactive effects between instructional methods and learners’ preferences with regard to student academic achievements and student attitudes toward science. In view of these findings， it was suggested that instructors should take students’ learning preferences into consideration when implementing different instructional methods in science classrooms.
