The Effects of Digital Science Content Combined with Learning Cycle and Learning Style on Attitude toward Science and Conceptual Changes in Elementary School

• Main Authors: Chih-Wen Ou-Yang, 歐陽志文
• Other Authors: Chiung-Hui Chiu
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/60994213997591285024

碩士 === 國立臺南大學 === 資訊教育研究所教學碩士班 === 94 === The purpose of this study was to investigate the effect of the digital science content combined with learning cycle and learning style on attitude toward science and conceptual changes in elementary school. A 2X4 (digital content X learning style) quiz-experimental research design was employed to investigate the relationship between the dependent variables (students’ attitude toward science and conceptual changes) and independent variables (the strategic planning for digital science content and learning styles). Two hundred and thirty two elementary school students in the fifth grade participated in experimental instruction of this study. The statistical procedure of two-way ANCOVA was used to analyze the collected data. The results showed that (1) there was no interaction between the two independent variables and the score of Attitude toward Science in School Assessment, and (2) there was no interactiuon between the two independent variables and the score of Science Conceptual Change Assessment as well. The score of students on the post-test of Rust Concept Test (RCT) in the integrated learning cycle group was markedly higher than those in the non-strategic group while there was no obvious difference in the score between two groups of students on the post-test of Thermal Expansion Concept Test (TECT).