The Learning Effects of Instructional Methods and Learning Preferences in a Computer-Assisted Science Learning Environment
教學方法與學習偏好對電腦輔助自然科學學習成效之影響
- Keyword：
- Computer-assisted learning、Instructional methods、Learning preferences / 電腦輔助學習、教學方法、學習偏好
Volume 49 No.4 - 2003-12-31
The Construction and Assessment of the “New Occupational Prestige and Socioeconomic Scores for Taiwan”: The Indigenization of the Social Science and Sociology of Education ResearchYih-Jyh Hwang
臺灣地區新職業聲望與社經地位量表」之建構與評估：社會科學與教育社會學研究本土化黃毅志
Core Issues of Educational Programs for Interethnic-Marriage Immigrants: Reflections on an Action Research ExperienceChing-Jung Ho
跨國婚姻移民教育的核心課題：一個行動研究的省思何青蓉
The Reserve Labor Force in Taiwan's School System: An Exploratory Study of Married Female Substitute TeachersBi-Ho Wang* Mei-Hui You**
教育界的勞動後備軍--已婚女性代課教師之初探性研究王百合、游美惠
Are Teachers Professional Educators or Loyal Implementers with Conceptual Simplicity? A Study of Cultural ReproductionTien-Hui Chiang
教師是專業或是觀念簡單性的忠誠執行者？文化再製理論的檢證姜添輝
Creating and Developing a New Learning Culture: Lifelong Learning ApproachMing-Lieh Wu
新學習文化的塑造與發展：終身學習取向吳明烈
Analysis of the Factors that Drive Organizational Learning in Schools H. C. P. Wei* Y. L. Jack Lam** H. L. W. Pan*** M. F. D. Chang**** C. M. Marshall Chan*****
驅動學校組織學習的因素分析 魏惠娟、林怡禮、潘慧玲、張明輝、陳嘉彌
Analysis of the Theoretical Basis and Practical Applicability of a College Teacher's Achievement Evaluation Model: The Case Study of a National University in HsinchuPeng-Ting Chen* Zon-Yau Lee** Hsiao-Cheng Yu*** Gwo-Hashiung Tzeng****
大學教師績效評鑑模型之應用及探討--以一所大學為例陳芃婷、李宗耀、虞孝成、曾國雄
A Survey Study of Elementary School Teachers' Beliefs about Teaching ArtHsiao-Lan Chen、 Li-Hsiun Chou
國小教師藝能科教學信念之調查研究--以美勞科教師為例甄曉蘭、周立勳
The Learning Effects of Instructional Methods and Learning Preferences in a Computer-Assisted Science Learning EnvironmentFu-Yun Yu
教學方法與學習偏好對電腦輔助自然科學學習成效之影響于富雲
- Summary
- Chinese Summary
- Reference
- Scholarly references
The main purpose of this study was to examine the relative effects of cooperative， competitive， and individualist learning on student academic achievements and attitudes. Since matching instructional methods with individual preferences has been intuitively recommended but rarely substantiated empirically， the second purpose of this study was to explore the interactive effects of instructional methods and learners’ preferences on student learning. A 3X2 factorial design was adopted for this study. Nine fifth-grade classes (N=335) participated in the study for three consecutive weeks. Data were collected via “Learning Preference Scale for Students，” two posttests， and a questionnaire regarding “Attitudes toward Science in School Assessment，” and then analyzed by means of two-way ANOVA. It was found that there were interactive effects between instructional methods and learners’ preferences with regard to student academic achievements and student attitudes toward science. In view of these findings， it was suggested that instructors should take students’ learning preferences into consideration when implementing different instructional methods in science classrooms.
