Impact on Students’ Learning Effects by Incorporating Information Technology into 4th-Grade Students’ Study of “Aquatic Organisms”

• Main Authors: Ghia-Ching Ho, 何佳靜
• Other Authors: Hsiao-Man Ho
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/39944675250991516131

碩士 === 國立臺北教育大學 === 自然科學教育學系碩士班 === 96 === This research aims at studying the impact on students’ learning effects by incorporating information technology into their study of “aquatic organisms” using a quasi-experiment design. Two fourth-grade classes from one elementary school located in Taipei County are under this investigation. The teaching activity lasted for six weeks. The research analyzes quantitative data as well as qualitative data to investigate the students’ learning effect, misconception, and categories of conceptual variation on the study of “aquatic organisms”. The quantitative data were collected through two-tier achievement tests and learning attitude scale; whereas the qualitative data were obtained through the answers to the questions from the second tier of the two-tier achievement tests, interviews, teaching notes, and learning sheets. The conclusions of this research are the following: 1. The experimental group is not superior to the control group in terms of the overall performance on the achievement tests. However, on the aspects of “growing locations and special structures of the aquatic plants” and “protecting the aquatic world”, the experimental group is demonstrate significant superiority over the control group. 2. Students’ misconception on the study of “aquatic organisms” includes the differentiation between the aquatic organisms and the land organisms, the comparison of four major categories of the aquatic plants, the misplacement of the special structures of the aquatic plants, and the confusion on the special structures and functions of the aquatic animals. 3. In the teaching environment incorporated with the information technology, the students’ conceptual variation can be classified into three categories: conceptual gain (increase) type, conceptual reorganization (restructuring) type, and conceptual construction type. Most students fall into the category of conceptual gain or conceptual reorganization. Few of them can study new knowledge through network for their conceptual construction. 4. Incorporating information technology into the study of “aquatic organisms” has positive impact on students’ learning attitude.