許瑛玿Ying-Shao Hsu曾明隆Ming-Lung Tseng2019-09-052007-7-42019-09-052007http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0593441002%22.&%22.id.&amp;http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/101218本研究主旨在探討應用多媒體「網路資源」輔助國三生學習地球科學的教學法，相對於國中自然科常採用的「講述教學」和「小組合作」等教學方式，對學生在地球科學學習成就之表現的差異所在。研究工具則包含「學習單」、「地球科學學習成就評量題本」、「電腦網路態度問卷」和「地球科學學習態度問卷」。研究設計採準實驗研究法之獨立樣本前後測設計，透過便利取樣方式，選取台北縣都會區之某公立國中100名國三生為研究對象，其中男學生 57 名、女學生 43 名；而分別隸屬於三種不同教學法之班級：網路資源組 32 名、小組合作組 36 名、講述教學組 32 名。由研究資料分析可知，應用「多媒體網路資源」和「異質性小組合作」等教學，相對於「板書式講述教學」，對學生學習國三地球科學，具有顯著的地球科學學習成就影響 ( F=3.371 , p<.038 ) 。雖然採用不同教學法對不同性別學生的分析，在地球科學學習成就的影響未達顯著 ( F=3.871, p<.052 ) ，但存在差異，小組合作組之環境的教學策略似乎有利於男學生學習，可是網路資源組之環境所採用的教學策略，反而有利於女學生的學習。因此建議教師若能彈性運用多媒體網路資源，並配合適宜的教學策略，應能有效促進學生學習。而且偏遠地區軟體教育資源不足的學校，若透過網路運用多媒體資源，應能改進學生在地球科學的學習表現，是為未來可研究方向。The study aims to examine if web-based multimedia teaching resources compared with lecture instruction and cooperative learning promote junior high students’ Earth Science learning. The data collections were from activity sheets, Earth Science Achievement Test, Questionnaire of Attitude toward Computer, and Questionnaire of Attitude toward Earth Science Learning. An independent sample pretest-posttest quasi-experimental design was used in this study. One hundred 9th grader students at a public school located at Taipei county were selected as the participants in this study including 57 boys and 43 girls.They were from three classes adopting different teaching methods: web-based resources instruction (32 students), heterogeneity cooperative learning (36 students) and lecture instruction (32 students). From the data analysis, we found that Web-based resources instruction and heterogeneity cooperative learning performed better than lecture instruction (F=3.371 , p<.038) after the interventions. Although there was no statistically significant difference (F=3.871, p<.052) in applying different teaching methods to different gender students, male students seems to benefit more from heterogeneity cooperative learning and female students seems to benefit more from web-based resources instruction. It is suggected that teacher should properly use web-based multimedia resources and select an applicable instructional strategies to effectively promote students’ learning. Also, web-based multimedia resources can be used through the Internet at the schools located in the countryside areas and with vey few educational resources in order to improve learners’ performances in Earth Sciences.教學法網路多媒體合作學習學習成就地球科學Teaching methodWeb-based MultimediaCooperative LearningAchievementEarth Science