植基以認知負荷理論之國小教材設計及其教學成效分析—以槓桿原理為例

Abstract

本研究的目的在根據認知負荷理論，探討不同先備知識基礎的學生，接受不同教學目標模式的教學後，所獲得教學成效的差異。實驗樣本六十人取自國小五年級學生，教學單元選自「自然與生活科技」課程中的槓桿原理。教學實驗採用2×3二因子實驗設計，以探討認知負荷理論中的目標模式（no goal 與specific goal）與高、中、低三種先備知識因子對學習槓桿原理的影響，以及學習者在問題解決態度上的進步情況。經過六週的教學實驗後，獲得以下結論： 1.目標效果式教學與先備知識的高低有顯著的交互作用。 2.高先備知識與低先備知識的學生比較適合no goal教材教法。 3.中先備知識學生比較適合specific goal之教材教法。 4.不同目標效果對問題解決態度成效提昇無顯著差異。 5.no goal式教學設計對問題解決態度有顯著提升。 6.specific goal式教學設計對問題解決態度有顯著提升The purpose of this study is to investigate the difference of instructional effectiveness among different prior knowledge with different instructional goal models. The research design is based on cognitive load theory. Sixty experimental objects were sampled from 5th grade students at an elementary school for studying “lever principle” of “Nature and Living technology”. It is a 2×3 factorial design to explore the effectiveness difference among goal effect variable (no goal effect and specific goal effect) interacted with prior knowledge variable (high level, medium level, low level). The results of the analysis of variance of the treatment groups’ performance on final examination and their problem solving attitude can be seen the influence of different variables. Some findings were concluded as the following after six week experimental instruction. 1. There is a significant effect on the interaction of goal effect factor and prior knowledge factor. 2. Students with high-level prior knowledge and low-level prior knowledge are more suitable to the materials designed by no goal effect. 3. Students with medium-level prior knowledge are more suitable to the materials designed by specific goal effect. 4. There’s no significant difference between no goal effect and specific goal on upgrading the performance of problem-solving attitude. 5. No goal effect and specific goal effect can significantly improve the performance of problem-solving attitude.