視覺媒體融入營養與健康評量學生學習成效
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2014-12-??
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國立臺灣師範大學科技應用與人力資源發展學系
National Taiwan Normal University Department of Technology Application and Human Resource Development
National Taiwan Normal University Department of Technology Application and Human Resource Development
Abstract
應用「視覺媒體融入式教學」策略，探討技專學生學習成效，是本研究的主要目的。本研究以選修營養與健康課程之大二學生二班共72人做為研究對象，採準實驗研究法，將學生分成實驗組和控制組，實驗組採視覺媒體融入課程學習，控制組採傳統教材講述學習，實驗教學在102學年為期10週20小時。統計結果摘述如下：（1）實驗組學生經「視覺媒體融入式教學」策略之後，對營養與健康課程之學習成效顯著優於控制組，且實驗效果量達大以上。（2）實驗組策略教學可同時提昇學生營養與健康認知，強化其學習理解，有效提升學習成就。（3）接受融入式策略教學的實驗組學生，在營養與健康學習上，表現出正面積極的學習態度。（4）半結構訪談發現，實驗組學生認為策略教學有助於吸引學生學習好奇心，提昇學習能力與概念認知。
The purpose of this study was to explore college students' learning efficiencies by strategic applications of ＂integrated teaching of visual media.＂ 72 sophomore college students were chosen from two classes who took the course of nutrition and health. The quasi-experimental approach was adopted and students were divided into the experimental group (were taught by the integrated teaching of visual media) and the control group (were taught by traditional teaching methods without any assistances of visual media). All students completed the 20 hour program in a ten-week integrated teaching of nutrition and health during the 2013 academic year. All statistical research results would be summarized in the following way: (1) Experimental group students, who had mastered strategic skills for integrated teaching of visual media, had superior posttests learning achievements and more larger effect size to those of controlling group students. (2) By comparisons between posttests and pretests, the same experimental group students had more significant learning achievements and comprehension of posttests in nutrition and health than those of pretests. (3) As for the performances of integrated teaching of visual media, experimental group students indicated more positive learning attitudes and over larger effect sizes in nutrition and health. (4) After semi-structure interviews, the experimental group students who thought the viewpoints of integrated teaching would attract their learning curiosity and promote learning achievements and concept recognition.
The purpose of this study was to explore college students' learning efficiencies by strategic applications of ＂integrated teaching of visual media.＂ 72 sophomore college students were chosen from two classes who took the course of nutrition and health. The quasi-experimental approach was adopted and students were divided into the experimental group (were taught by the integrated teaching of visual media) and the control group (were taught by traditional teaching methods without any assistances of visual media). All students completed the 20 hour program in a ten-week integrated teaching of nutrition and health during the 2013 academic year. All statistical research results would be summarized in the following way: (1) Experimental group students, who had mastered strategic skills for integrated teaching of visual media, had superior posttests learning achievements and more larger effect size to those of controlling group students. (2) By comparisons between posttests and pretests, the same experimental group students had more significant learning achievements and comprehension of posttests in nutrition and health than those of pretests. (3) As for the performances of integrated teaching of visual media, experimental group students indicated more positive learning attitudes and over larger effect sizes in nutrition and health. (4) After semi-structure interviews, the experimental group students who thought the viewpoints of integrated teaching would attract their learning curiosity and promote learning achievements and concept recognition.