融入簡報式電腦多媒體對國一學生學習循環系統認知與學習動機之研究
| dc.contributor | 張文華 | zh_TW |
| dc.contributor | Wen-Hua Chang | en_US |
| dc.contributor.author | 許正憲 | zh_TW |
| dc.contributor.author | Cheng-Hsien Hsu | en_US |
| dc.date.accessioned | 2019-09-05T05:40:44Z | |
| dc.date.available | 不公開 | |
| dc.date.available | 2019-09-05T05:40:44Z | |
| dc.date.issued | 2010 | |
| dc.description.abstract | 本研究主要在比較簡報式電腦多媒體融入教學和傳統講述式教學對國一學生在自然科學習動機及自然學習成就上之影響。本研究採用準實驗研究法，以桃園縣某公立國中的二個一年級班級為研究對象，其中實驗組人數33人，對照組人數34人，實驗組接受簡報式電腦多媒體融入教學，對照組接受傳統講述式教學。本研究以國中生物循環系統為教學內容，共進行4節課，使用之研究工具為「循環系統成就測驗」、「科學學習動機量表」及「半結構式晤談大綱」。在量化資料分析所採取的統計方法包括了t-test、ANCOVA、ANOVA和MANOVA等統計方式進行檢驗變項間的關係，質性資料則是晤談內容分析。本研究具體發現如下：一、電腦多媒體融入教學與一般傳統教學分別經教學前後，兩組在學習成就測驗上的前後測、前測及延宕測有顯著差異；二、電腦多媒體教學後學生的學習成效顯著優於一般傳統教學組之學生；三、簡報式電腦多媒體融入教學能提升學生在「理解」層次之學習成效；四、電腦多媒體融入教學與一般傳統教學兩組學生在學習成就測驗上的延宕測驗之比較不具顯著差異；五、簡報式電腦多媒體教學後學生的科學學習動機顯著優於一般傳統教學組之學生，顯示簡報式電腦多媒體融入教學確實能提升學生之學習動機。 | zh_TW |
| dc.description.abstract | The study is to compare and contrast the influences on the learning motivation and performances of the seventh graders about Circulation System by integrating Powerpoint multimedia and the conventional instruction. The study adopted a quasi-experimental design. The subjects were from two seventh-grade classes in a public junior high school in Taoyuan County. The Powerpoint multimedia was developed following the Dual Code Theory and applied in the experimental group (N=33). Lecture complemented with posters was applied in the conventional instruction group (N=34). Students’ scores from the Circulation System Performance Test (CSPT) and the Science Learning Motivation Questionnaire (SLMQ), and transcripts of semi-structured interview were collected. The t-test, ANCOVA, ANOVA, and MANOVA were conducted to analyze the quantitative data to exam the relationship between different variables. The interview transcripts were used to cross-check with quantitative results.The findings of the study are as follows: 1. There are significant differences on the pre-test, post-test, and retention test of the CSPT between the experiment group and control group. 2. The learning effectiveness of the experiment group is significantly better than the control group. 3. By integrating Powerpoint multimedia into instruction, students’ understanding learning effectiveness can be promoted. 4. There are no significant differences on the retention test results of the experiment group and control group. 5. The results of the SLMQ of the experiment group are better than the ones of the control group. Thus, it shows that by integrating Powerpoint multimedia into instruction, students’ learning motivation can be promoted. | en_US |
| dc.description.sponsorship | 生命科學系 | zh_TW |
| dc.identifier | GN0597432206 | |
| dc.identifier.uri | http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0597432206%22.&%22.id.& | |
| dc.identifier.uri | http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/104025 | |
| dc.language | 中文 | |
| dc.subject | 多媒體融入教學 | zh_TW |
| dc.subject | 學習成效 | zh_TW |
| dc.subject | 學習動機 | zh_TW |
| dc.subject | Multimedia Integrated Instruction | en_US |
| dc.subject | Learning Effectiveness | en_US |
| dc.subject | Learning Motivation | en_US |
| dc.title | 融入簡報式電腦多媒體對國一學生學習循環系統認知與學習動機之研究 | zh_TW |
| dc.title | The Effects of Integrating Power Point Multimedia on Seventh Graders’ Cognitive Learning Outcomes and Motivation — Circulation System | en_US |