| Summary: | 碩士 === 國立臺南大學 === 數學教育學系 === 90 === This study focuses on developing and evaluating a computer aided learning environment that will enhance students’ ability in cogitation, hypothesizing, verification, and problem solving. The design of such computer aided learning system is based on the combination of Jonassen’s (1996) Mindtools concept, Ausubel’s subsumption theory and Network multimedia peculiarity in order to construct a curriculum-orientated computer visual simulated learning environment. Such simulated environment provides advanced organizers for students to associate existing knowledge to new coming concepts. This computer aided learning system employs spreadsheets and visualized tools as Mindtools for active exploration, cognition, and problem solving of learners. In addition, it organizes reference models for teachers and students in order to perform meaningful learning.
To estimate benefit of this visual simulated learning environment , the study adopts Quasi-experiment. Six 6th-grade elementary school classes were divided into 6 groups learning situates. One was control group and others were experiment groups. The differences of learning situates were using advanced organizers (Flash version, Powerpoint version) and visual simulated tool or not. Examinations of this computer aided learning system report has demonstrated some results. (1) Accomplishments and retention of learning in concept of probability had remarkable difference between primary school students of different learning situates. Discriminating different learning situates to two application factors of advanced organizers and visual simulated tool were analyzed using ANOVA tests. The results showed (2) the group which is provided with visual simulated tool has demonstrated better retention of learning in concept of probability than the group allocated with traditional teaching aided tools. Futhermore, it had better learning accomplishments of probability by adding to use advanced organizers. (3) Primary school students who use only one of advanced organizers and visual simulated tool hadn’t remarkable difference in learning accomplishments of probability. But it has demonstrated better retention of learning in concept of probability than the group allocated with traditional teaching. Also students have shown positive appraisal after the usage of such learning system.
The development of this visual simulated learning environment is to pursue an applicable teaching method with the students as the main body and the computer as Mindtools. It helps the learner to develop the concepts of probability through the steps of experiencing, realizing and understanding. The whole system agrees with the objective of the study. The test of the experiment also shows that learners have better knowledge retention after using this system and also give credit to the system. However, it is important how to provide appropriate advanced organizers to bring out student’s prolonged learning motive. In addition, a more constructive guide and more appropriate software are required for the improvement. At last, expansions of the contents for the simulated environment can be improved to help the learners to grain better learning.
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