兩種線段圖表徵解題策略在學習成效上的比較

dc.contributor.author黃一泓zh_tw
dc.contributor.author謝進泰zh_tw
dc.contributor.authorYi-Hung Huangen_US
dc.contributor.authorJin-Tai Shieen_US
dc.date.accessioned2019-08-12T04:52:31Z
dc.date.available2019-08-12T04:52:31Z
dc.date.issued2016-06-??
dc.description.abstract本研究探討國小六年級學童在「基準量與比較量」單元中,使用長度線段圖與成比例線段圖表徵的解題策略時,對學童所產生的認知負荷與學習成效的影響。研究者先以Schnotz 提出的文字與圖像理解的整合模式(integrated model of text and picture comprehension)為依據,分析兩種表徵解題策略的認知過程,並以認知負荷理論為基礎,探討兩者在認知負荷上的差異。研究方法採取真實驗設計,以三階段的實驗來驗證此分析的論點,並且得到下列結論:成比例線段圖表徵的解題策略在後測成績的表現顯著優於長度線段圖表徵的解題策略。然而,當學童學習「比與比值」單元後,兩種不同表徵解題策略在延宕測驗的表現並沒有顯著差異。最後,針對研究的結果,提出線段圖表徵解題策略在教學上的意義。zh_tw
dc.description.abstractThis research is to study how the two mathematics problem-solving strategies, length and proportional line-diagram representations, affect sixth grade students’ cognitive load and learning performance during they study the unit of “baseline and comparison”. The researchers adopted Schnotz’s integrated model of text and picture comprehension to analyze the cognitive process of studying worked examples with line diagram, and compare the differences in term of cognitive load between the two methods based on cognitive load theory. Then, the researcher conducted a three phases of true-experimental design to show the effectiveness of our analysis. The experimental results show that the proportional line-diagram condition performed significantly better than the length line-diagram condition on post-tests, and after the students had learned the unit of “ratio”, the difference between the length line-diagram condition and the proportional line-diagram condition on delay-test are not significant. Finally, the researcher will provide some implications for the educational authorities, teachers, and future researches.en_US
dc.identifierF3523D77-E811-416E-3403-B7BFB488C6CC
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/80936
dc.language中文
dc.publisher國立臺灣師範大學教育心理學系zh_tw
dc.publisherDepartment of Educational Psychology, NTNUen_US
dc.relation47(4),581-601
dc.relation.ispartof教育心理學報zh_tw
dc.subject.other表徵zh_tw
dc.subject.other認知負荷理論zh_tw
dc.subject.other線段圖zh_tw
dc.subject.othercognitive load theoryen_US
dc.subject.otherline diagramen_US
dc.subject.otherrepresentationsen_US
dc.title兩種線段圖表徵解題策略在學習成效上的比較zh-tw
dc.title.alternativeThe Comparison of Two Mathematics Problem-Solving Strategies of Line-Diagram Representations on Learning Achievementszh_tw

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