| Summary: | 碩士 === 國立台北師範學院 === 自然科學教育研究所 === 93 === The purpose of this study was to investigate the learning efficiency of the fifth grade students of the elementary school to learn the concept on the “light”.
The study focus was on the learning efficiency difference when students were or were not offered the web-based instructional system. The design of this research was based on the perspective and strategies of the “web-information” and of the “constructive learning”.
In order to get the quantitative data, this research used the “Nonequivalent pretest-posttest control design” of the quasi-experimental research to investigate students’ learning efficiency. As for the qualitative data, “Semi-structured in-depth interviews”, “teaching records”, and “web-records” were used to investigate both the learning process and the result during their learning the “light” curriculum. The following conclusions were thus made according to both the quantitative and qualitative analysis.
First of all, by offering web-based learning environment, it helped students to acquire the concept on the topic of “light”.
(1) By using the web-based instructional system, the students
showed obvious progress in acquiring the concept of “light”.
(2) Comparing to the normal instruction-learning environment, the
web-based learning environment could raise most students’
learning efficiency in the concept of “light”.
Second, the web-based learning environment could highly raise students’ learning efficiency in accomplishing the curriculum of “light”.
(1) The web-based learning environment could help students
accomplish the curriculum of “light”.
(2) The web-based learning environment could help those students
with high and middle SPM’s score to have better concept on
the topic of “light”.
Third, after finishing the “light” curriculum, the students had
better concept on the “reflection” and “shadow” part. In addition, the web-based learning environment could furthermore help them to significantly develop their concept on the “refraction” and “sense of sight”.
Fourth, web-based learning environment could help the students to have better learning efficiency in the “light” unit (activity 4) compared to normal learning environment.
Finally, in the web-based learning environment, the students showed “initiative” and “social” learning process. They also had positive attitude towards the learning through the web-based learning environment.
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