The Learning Transfer and Achievement of the Student Multimedia Science Curriculum in the Third Grade of the Elementary School .

• Main Authors: Mao-Sheng Chang, 張茂生
• Other Authors: Deng-Jyi Chen
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/61113953790285138520

碩士 === 國立交通大學 === 理學院碩士在職專班網路學習學程 === 95 === The primary purpose of this study is to explore the influence of multimedia teaching materials on the learning achievement and study transfer of the third grade students in elementary school in terms of natural and life sciences (sciences). This study utilizes quasi-experimental design, with third grade students in elementary school in Taoyuan County as subjects. All test subjects are divided into two major groups of multimedia teaching materials group and traditional instruction materials group. Each of these groups are divided into high score group, mid-range score group, and low score group according to the grades received on basic aptitude testing in the sciences. The experiment instruction material is the second semester of third grade in elementary school, “Body of Plants” in Kang Hsuan version of the natural and life sciences textbook, which are divided into the traditional instruction material (Kang Hsuan version) and the revised multimedia teaching materials. Main findings of this study are: 1. In terms of learning achievement: In overall, the learning achievement of using the multimedia teaching materials is better than that of the traditional instructional materials. For the classification of students into high, mid-range, and low score groups, we found that the high score group did not reach significant difference in learning achievement, while there was a significant difference for the mid-range and low score groups. 2. In terms of learning transfer study: In overall, the use of multimedia teaching materials group outperformed the traditional instructional materials group in terms of learning study transfer. The learning transfer of the two groups of students reached significant difference levels. In the division of students into high, mid-range, and low score groups, we found that the high and mid-range score groups did not reach significant difference in learning achievement, while there was a significant difference for the low score group. Reasons are discussed as follows: 1. Design of multimedia teaching materials can use computer animation to simulate a real world learning situation . Children can easily understand and accept; It is easier relatively of students to achieve learning transfer than by traditional instruction materials. 2. Teaching using multimedia teaching materials allows students to learn autonomously. Students can have more chances for repeated practice, and can learn on their own the areas they do not understand or are not familiar with; these are consistent with the theory of mastery learning. 3. Multimedia teaching materials have mechanisms for interaction and instant feedback; students can have instant reinforcement of learning, resulting in better learning performance. 4. The abundant exhibition functions in multimedia teaching materials can help the children in mid- to low- achievement to gain the ability of abstract thinking, which conforms to the multimedia learning theory and information richness theory. Therefore, the multimedia teaching materials group outperformed the traditional instructional materials group in terms of learning transfer. Due to limitations in time, space, and human resources, the multimedia teaching materials utilized in this study are designed for third and fourth grade students in elementary school as experiment targets, and the experiment curriculum is sciences. If there were more manpower and resources, it is believed that future experimentation can extend to every academic field, brining more benefits to students of the world.