電子白板融入國中自然科教學對不同學習風格學生學習影響

Abstract

本研究採準實驗研究法，目的在分析探討互動式電子白板融入國中自然科教學對不同學習風格學生之學習成就及對科學的態度之影響。研究工具包含Kolb學習風格量表、對生物學的態度量表、及研究者自編之學習成就測驗。研究樣本是桃園縣某國中之七年級學生以便利性取樣抽樣4個班計126人，再分成實驗組（電子白版教學）及對照組（傳統教學法）。實驗進行前先進行Kolb學習風格量表施測將學生分組，實驗教學結束後，再施以對科學的態度測驗及自然科學習成就測驗。研究的結果施以單因子變異數分析及獨立樣本T檢定進行分析不同學習風格與不同教學法處理下，學習成就與對科學的態度是否有顯著差異。 實驗結果如下： 一、不同學習風格之學生在接受電子白板教學法後，在學習成就方面有顯著差異，同化者顯著優於分散者及調適者；而對科學的態度方面，則無顯著差異。 二、不同學習風格學生在接受傳統教學法後，在學習成就及對科學的態度間皆無顯著差異。 三、分散者在接受了不同的教學法後，其學習成就並無顯著差異；而對科學的態度方面，接受電子白板教學法顯著優於傳統教學法。 四、調適者與同化者在接受了不同的教學法處理後，其學習成就及對科學的態度皆無顯著差異。

This research employs quasi-experimental method which aims at analising and exploring the learning achievement and effects on the attitude toward science of students with different learning styles while using interactive whiteboard in junior high school science teaching. Research tools include Kolb’s Learning Styles Inventory (LSI), Attitude Toward Biology Test (ATBS), and the achievement test designed by the researcher. The research samples are 121 seven-graders chosen by convenience sampling from the four class researcher is teaching in Taoyuan County. According to the results of LSI, group the target students into experimental group which uses interactive whiteboard, and the controlled group which uses traditional teaching method. Then give the students ATBS and achievement test after teaching to see whether there is significant difference in different learning styles and teaching methods . The experimental results are as follows: 1. In experimental group, students perform differently in their learning achievement. Assimilators perform better than Divergers and Accommodators. But there is no difference shown in their attitude toward science. 2. In controlled group, there is no difference shown in their achievement and attitudes. 3. Divergers perform no difference in achievement under different teachingmethods, but shown better attitude in experimental group. 4. Accommodators and assimilators show no difference.