The Effects of Concept Map Formats on Learning Outcomes of Ecology e-Storybook among Elementary Students with Different Prerequisite

• Main Authors: Tsai-Ying Lee, 李彩瑩
• Other Authors: Hueyching Janice Jih
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/41212939381048024650

碩士 === 國立新竹教育大學 === 數位學習科技研究所 === 96 === With the advancement of multimedia techniques, e-storybooks with texts and illustrated pictures become a kind of new education resource. However, some scholars have pointed out that there are some limitations while reading the e-book. In order to avoid the difficulty of e-books reading comprehension, this research integrated different concept map formats to promote learner's understanding of ecology e-storybook. The purpose of this study is to investigate the effects of completed, partly-finished as well as none concept map format on learning outcomes while integrating ecology e-storybook among fifth graders with different prerequisite. This is a quasi-experimental research with two factors independent samples design. The quasi-experimental samples were selected from one elementary school in Taichung City. 210 students of six fifth grade classes were divided into three groups. The experimental period of every group was forty minutes. Upon the completion of experiment, each group of subjects took post-test right after the teaching activity and took delayed-test six weeks later. A Two-way ANCOVA was utilized for data analysis. The following points were found in this study： 1.There was no significant difference on the interaction of post-test and delayed-test between the concept map formats and the different linguistic intelligence of fifth graders. 2.There was no significant difference on post-test while different concept map formats were integrated into e-storybook. However, there was significant difference on delayed-test. 3.There were significant differences on pupils’ post-test and delayed-test among pupils with different prerequisite. 4.There was no significant difference on pupils’ post-test and delayed-test among pupils with different gender.