教師著作

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Subject: search.filters.subject.Earth Science

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    不同電腦輔助教學(CAI)模式對高中學生「恆星演化」學習成就及其態度之影響
    (臺北市：國立臺灣師範大學, 2000-01-01) 張俊彥; 陳盈霖
    本研究的目的在(1)研發完成「恆星的生老病死」電腦輔助教學單元；(2)探究不同電腦輔助 教學(CAI)模式對學生學習成效的影響及他們對此教材之態度與觀感。研究對象為台北市某公立 高中一年級四個班級的學生(n=180)，其中兩個班為實驗組(n=92，教師主導的CAI)與兩個班為對 照組(n=88，學生自行操作的CAI)。研究實驗採「靜態組比較設計」(Static-group comparison design)， 亦即學生在學習完本CAI後，對其實施「恆星演化測驗卷」及「對CAI教材單元態度與觀感的問卷」。 研究結果顯示，經由教師主導CAI的學生在「恆星演化測驗 卷」的表現上幾乎顯著地優於自行操作本CAI教材的學生，研究結果亦發現教師主導CAl與學生操作CAI 的教學方式對高分群的學生沒有統計上的顯著影響。但對中、低分群的學生而言，教師主導CAI明顯地優於學生操作CAI，並達到統計上的顯著水準。態度問卷結果顯示教師主導CAI與學生操作CAI這兩組學生對本CAI教材皆持相當正向的態度與觀感。此外，學生操作CAI的方式在問卷總分及操作介面分項上，顯著地優於教師主導CAI的方式，然而兩組學生在畫面觀感、課程內容、整體感想等分項上並無顯著地差異。據此，本研究建議地球科學的電腦輔助教學可多設計「以教師主導且輔以學生自行操作CAI之模式」來幫助學生學習地球科學的概念以及增進他們對CAI教材的態度。
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    Enhancing tenth graders' earth-science learning through computer-assisted instruction
    (The National Association of Geoscience Teachers (NAGT), 2000-01-01) Chang, C. Y.
    Investigates the comparative efficiency of computer-assisted instruction (CAI) and traditional teaching methods on 10th grade students' learning of earth science in Taiwan. Involves a total of 151 students enrolled in four earth science classes and conducts a pretest/posttest control group experiment. (Contains 26 references.) (Author/YDS)
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    Impacts of an inquiry teaching method on earth science students' learning outcomes and attitudes at the secondary school level
    (行政院國家科學委員會, 1998-01-01) Mao, S. L.; Chang, C. Y.
    This paper summarizes two companion studies that were designed to investigate the impacts of an inquiry teaching method on Earth science students' achievement and attitudes towards Earth science in secondary schools. Subjects were 557 students (9th grade) enrolled in 14 Earth science classes. Two Earth science units, including topics of astronomy and meteorology, were developed and taught using the inquiry-oriented instructional model. The experiment group (n=284) received inquiry-oriented instruction while the control group (n=237) received a more traditional approach over an eight-week period. The dependent variables were measured through the use of: (1) the Earth Science Achievement Test to assess Earth science students' achievement; and (2) the Attitudes toward Earth Science Inventory to measure students' attitudes toward Earth science. Quantitative data were collected on students' pre- and post-treatment achievement and attitudes toward Earth science measures. Analysis of covariance revealed that: (1) the inquiry-oriented instructional method produced significantly greater achievement among ninth grade Earth science students than the conventional teaching approach on both astronomy content (F=9.45, p<0.01) and meteorology content (F=8.41, p<0.01); and (2) students in the experimental group developed significantly more positive attitudes toward Earth science than did those in the control group (F=9.07, p<0.01). In light of these two studies, it is therefore suggested that students can learn Earth science through the inquiry approach. In addition, these findings support the notion that effective instruction of Earth science, such as inquiry-oriented instruction, should be proposed and implemented in secondary schools. The author's abstract in Chinese is included at the end of the document. (Contains 34 references.) (Author/CCM)