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研究生:周佳瑩
研究生(外文):Jia-Ying Jhou
論文名稱:前導組體型式應用在學習科普知識之成效
論文名稱(外文):The Different forms of Advance Organizers on the Science Popularization
指導教授:劉漢欽劉漢欽引用關係
指導教授(外文):Han-Chin Liu
學位類別:碩士
校院名稱:國立嘉義大學
系所名稱:數位學習設計與管理學系研究所
學門:教育學門
學類:教育科技學類
論文種類:學術論文
畢業學年度:100
語文別:中文
論文頁數:86
中文關鍵詞:前導組體科普知識回憶記憶再認記憶學習遷移學習保留
外文關鍵詞:advance organizerscience popularizationrecall memoryrecognition memorytransferretention
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本研究旨在探討前導組體不同型式應用在學習科普知識之可行性,編擬適合高職生科普知識學習的前導組體,驗證圖文式、語音式和概念構圖式前導組體對高職生學習成效的影響,以供其他地區或學校未來在建構科普知識數位教材時之參考。
本研究樣本取自嘉義縣立民雄農工學生總人數136人,有圖文式、語音式、概念構圖式實驗組和未接受實驗處理控制組,各組人數均是34人,以「科普知識回憶記憶、再認記憶和學習遷移測驗」為研究工具,以共變數分析進行統計分析,將各項測驗前測為共變項,前導組體形式為自變項,科普知識學習成效為依變項,學習成效從回憶記憶、再認記憶、學習遷移和學習保留來探討。結果發現:
1.實驗組學生與控制組學生在科普知識回憶記憶測驗的表現有顯著差異。
2.概念構圖式前導組體較圖文式組、語音式組和控制組能有效幫助學習成效。
3.語音式前導組體較控制組能有效幫助學習者知識記憶。
4.圖文式前導組體較控制組能有效幫助學習者知識理解、學習遷移和學習保留。
根據上述研究結果,茲提出下列建議,以供學習上和未來研究上之參考。
1.採概念構圖式前導組體策略,使數位教材更具系統性和結構化。
2.若未來採多元式圖配文前導組體,或許可達到和概念構圖類似學習成效。
3.增加更多研究樣本和實驗處理時間,以便對於前導組體的形式再數位學習的影響有更深入的了解。
4.修正學習實驗的進行,增加更多變項(例:學習者的認知負荷、學習動機、學習風格、學習焦慮、學習期望、自我效能、個別差異)的控制與比較。
This study investigated how the styles of advance organizers affected student understanding of common science knowledge. A pretest-posttest experimental design was used in the study. Four classes, totally 136 vocational high school students participated in this study. Each class of 34 students were assigned into one of the four advance organizer groups, namely the text organizers group, the voice organizers group, the graphic organizers group, and the control group. Students viewed an advance organizer prior to learning of the principles regarding different kinds of pitches that are commonly pitched by baseball pitchers. A pretest was given to students to realize their prior understanding of the learning content while different types of tests were manipulated to collect participants’ recall memory, recognition memory, transfer, and retention of the content domain. An ANCOVA were used to compare the differences among the four groups on their achievement by controlling participants’ pretest score.
In general, the advance organizer groups were found to outperform the control group on retention tests. Students that used graphic organizer were found to perform significantly better than the other three groups. The findings of the study are as the following:
(1) There were significant differences between experiment groups and control group in learning achievement.
(2) The graphic organizer group achieved higher than the other three groups on science achievement posttest.
(3) The voice organizer group recalled more of the learning content than the control group.
(4)The text organizer group had better recognition, transfer and retention achievement than that of the control group.
According to the findings, suggestions for instructional designers and further researchers are provided in this thesis:
(1)Graphic organizers can be a powerful tools in designing effective instruction.
(2)Using voice and text organizer can possiblly achieve the same level of learning effectiveness as that of graphic organizers.
(3)Bigger sample size and longer time are needed in future studies in order to understand in-depth how the format of advance organizers affected student learning in multimedia learning environments.
(4)Future studies should incorporate more variables such as cognitive load, learning motivation, learning styles, learning anxiety, learning expectations, self-efficacy, and individual differences, into their research design to attain more conclusive assumptions regarding the effectiveness of using advance organizers in achieve student learning.
中文摘要 .............................................. ⅰ
英文摘要 .............................................. ⅱ
目次 .................................................. ⅳ
表次 ............................................... ⅶ
圖次 ................................................. ⅷ
第一章 緒論
第一節 研究背景與動機 .................................. 1
第二節 研究目的與待答問題 ............................... 3
第三節 研究問題 ................................................. 3
第四節 相關名詞釋義 .................................... 3
第五節 研究限制 ........................................ 5
第二章 文獻探討
第一節 科普知識發展與研究 .............................. 7
第二節 前導組體理論 ...................................9
第三節 前導組體的設計與型式 ...........................12
第四節 前導組體的相關研究 ............................ 29
第五節 前導組體應用在數位學習上的相關研究............... 37
第三章 研究方法
第一節 研究設計 ..................................41
第二節 研究對象 .................................. 44
第三節 研究工具 .................................... 45
第四節 研究程序 ...................................... 49
第五節 資料處理 ....................................... 52
第四章 研究結果與討論
第一節 學習對象基本資料分析 ..........................53
第二節 學習者學習成效差異分析 ......................... 53
第五章 結論與建議
第一節 結論 ........................................ 63
第二節 建議 ........................................ 64
參考文獻
中文部份............................................. 66
外文部份.............................................. 68
附錄
附錄一 科普知識學習內容 ..............................72
附錄二 科普知識前導組體 ..............................73
附錄三 科普知識回憶記憶測驗 ..........................76
附錄四 科普知識再認記憶測驗 ...........................77
附錄五 科普知識學習遷移測驗 ...........................80
附錄六 詴題分析結果 ..................................81
附錄七 專家效度審查意見整理 ...........................85
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