| Summary: | 碩士 === 臺北市立教育大學 === 科學教育研究所 === 94 === The purpose of this study was to explore the effects on elementary school students’ learning under information technology integrated instruction. The instruction was designed in the use of multimedia, computer animation, thematic web pages and worksheets, based on the unit topic of “weather” in Science and Technology Domain for grade three. Students were required to make use of the thematic web pages, to take on-line tests and to discuss on bulletin board as extension learning.
Quasi-Experiment was employed in this study. It relied mainly on quantitative research, complemented by qualitative analysis. The subjects were students of four classes in grade three from an elementary school in Taipei City. Two classes were assigned to an experimental group instructed by the information technology integrated teaching, while the other two classes a control group by general teaching, lasting for six weeks. The study tools included “achievement test for weather concepts,” “information literacy checklist,” “questionnaire of science learning attitude,” and “worksheets.” ANCOVA and ANOVA were separately carried out. Three students selected from each class were interviewed individually. Students’ learning effects on weather concepts under the information technology integrated instruction were examined. Students’ information literacy and science learning attitude were also analyzed. The results of this study are as follows:
(1)The digital teaching materials such as multimedia, computer animation, thematic web pages and worksheets were suitable for students’ concept learning and after-class extension learning.
(2)Students of the experimental group were superior in the achievement test to those of the control group with a remarkable difference. It showed that there were remarkable effects on students’ weather concept learning. Students of the experimental group had better progress in rainfall concept.
(3)Students of the experimental group scored better than those of the control group in information literacy with a remarkable difference. It showed that information technology integrated instruction promoted students’ information literacy. The skill to do online research was much improved. Girls’ information literacy was slightly better than boys’ but without reaching remarkable standards statistically.
(4)Information technology integrated instruction influenced positively on students’ science learning attitude. Girls’ positive performance was better than boys’ but without reaching remarkable standards statistically.
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