A study is the effect on learning that interactive whiteboards apply to health education teaching for high grade students in elementary school in different learning style .

• Main Authors: KAO,YING-CHEN, 高瑩真
• Other Authors: WANG,TZU-HUA
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/78742835323100111766

碩士 === 國立新竹教育大學 === 教育學系碩士班 === 97 === This study aimed to investigate the effectiveness of implement of interactive whiteboard in the teaching of six graders’ health curriculum. Besides, the effectiveness of students with different learning styles in an environment with interactive whiteboard was also compared. Quasi-Experimental Design was employed for 85 sixth grade elementary students in Hsinchu City. The experimental group was 46 students using interactive whiteboards during instruction but the controlled group was 39 students using traditional ICT-integrated instruction. The instruments were interactive whiteboards、Kolb LSI、learning achievement test and the survey of attitudes towards learning environment. Both two groups took Kolb LSI and learning achievement pre-test before teaching. After teaching, both two groups also took learning achievement post-test and the survey of attitudes towards learning environment. he results of this study showed as followed, 1.Students in experimental group had significantly better learning effectiveness than students in control group. 2.In comparison with students in control group, students in experimental group had significant different scores in ‘ASC,’’TSC,’’EC,’’RR,’’LOC’ and ‘ADD.’ 3.In control group, students with different learning style had significant different scores in ‘ASC’ and ‘ADD.’ ‘Divergers’ had significant higher scores than ‘Assimilators.’ 4.In experimental group, students with different information-processing preference had significant different learning achievement. RO students were significantly better than AE students. 5.In experimental group, students with different information-processing preference had significant different scores in ‘TOC’ and ‘IN’ subscales of the survey of attitudes towards learning environment. RO students had significantly higher scores than AE students. 6.In control group, students with different information-perceiving preference had significantly scores in ‘ASC,’’SCC,’’IR,’RR, and ‘ADD’ subscale of the survey of attitudes towards learning environment. CE students had significantly higher scores than AC students.