實驗輔助教學與電腦輔助教學對國二學生在「光與色彩」單元學習成效之影響
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2015
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Abstract
本研究旨在探討電腦輔助教學與電腦輔助教學，對國中八年級學生理化「光與色彩」單元，學習成就的影響。採準實驗設計，研究對象為研究者任教之三個班級的學生。分成三個組別：電腦輔助教學（實驗組n = 33），實驗輔助教學（實驗組n = 33），傳統講述教學（對照組n = 33）。研究工具為自編的「光與色彩單元成就測驗」與「理化態度問卷」。量化資料以描述性統計、單因子共變數分析、斯皮爾曼等級相關進行資料處理，並輔以晤談資料。
研究結果發現：（一）學習成效：電腦輔助與實驗輔助，顯著優於傳統講述教學。（二）Bloom認知層次學習成效：記憶，傳統講述顯著優於電腦輔助。瞭解，電腦輔助顯著優於傳統講述與實驗輔助。應用，無顯著差異。分析，電腦輔助與實驗輔助顯著優於傳統講述。評鑑，實驗輔助與電腦輔助顯著優於傳統講述。創造，三種教學無顯著差異。（三）學習成就與喜歡活動序次無顯著相關，學習成就與學習意願序次達顯著相關。
本研究建議用電腦與實驗輔助教學，並用這兩種方法培養學習意願。
This study aims to evaluate the effects of laboratory instruction (LI) and computer assisted instruction (CAI) on 8th grade students’ learning outcomes in “Light and Color” unit. It adopted a quasi-experimental research method, and the subjects of this study were 99 8th graders of the researcher’s classes. 3 classes were assigned into 3 groups: LI experimental group (n = 33), CAI experimental group (n = 33) and Lecture control group (n = 33). The research tools were “achievement tests on Light and Color” and a “questionnaire on attitudes of learning Science”. Quantitative data were analyzed by descriptive statistics, one-way ANCOVA and Spearman's rank correlation, while interviews were proceeded to supply qualitative data. The research results indicated that: 1. LI and CAI help achieve significantly better learning outcomes than Lecture. 2. In the Learning outcomes of Bloom cognitive process dimension, it showed that: Lecture helps memorize the content of course significantly better than CAI. CAI improves significantly better comprehension than Lecture and LI. As for students’ application ability, there is no significant difference among the effects of those three pedagogies CAI and LI help develop significantly better analyzing ability than Lecture. LI and CAI significantly enhance students’ ability of evaluation than Lecture. They make no significant difference in students’ creativity. 3. There is no significant correlation between“Like activity rank” and “Learning outcomes”. “Learning intention rank” and “Learning outcomes” have significant correlation.
This study aims to evaluate the effects of laboratory instruction (LI) and computer assisted instruction (CAI) on 8th grade students’ learning outcomes in “Light and Color” unit. It adopted a quasi-experimental research method, and the subjects of this study were 99 8th graders of the researcher’s classes. 3 classes were assigned into 3 groups: LI experimental group (n = 33), CAI experimental group (n = 33) and Lecture control group (n = 33). The research tools were “achievement tests on Light and Color” and a “questionnaire on attitudes of learning Science”. Quantitative data were analyzed by descriptive statistics, one-way ANCOVA and Spearman's rank correlation, while interviews were proceeded to supply qualitative data. The research results indicated that: 1. LI and CAI help achieve significantly better learning outcomes than Lecture. 2. In the Learning outcomes of Bloom cognitive process dimension, it showed that: Lecture helps memorize the content of course significantly better than CAI. CAI improves significantly better comprehension than Lecture and LI. As for students’ application ability, there is no significant difference among the effects of those three pedagogies CAI and LI help develop significantly better analyzing ability than Lecture. LI and CAI significantly enhance students’ ability of evaluation than Lecture. They make no significant difference in students’ creativity. 3. There is no significant correlation between“Like activity rank” and “Learning outcomes”. “Learning intention rank” and “Learning outcomes” have significant correlation.
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光與色彩, 電腦輔助教學, 實驗輔助教學, Light and Color, Computer assisted instruction, Laboratory instruction