The Effects of Using Different Teaching Modes in the LEGO Computer Theme Courses on Gifted Students’Problem-Solving Ability and Learning Motivation.

• Main Authors: CHUN-JUNG LEE, 李俊榮
• Other Authors: none
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/70567406672664008974

碩士 === 國立屏東教育大學 === 教育科技研究所 === 98 === This study aimed to understand the impact of different teaching methods on gifted students’ problem-solving abilities and learning motivation in the Lego theme courses. Findings of the study will help teachers or educational groups want to participate in Lego theme teaching as a reference resource for teaching and curriculum design. In this study, the main independent variable was "different teaching methods," while the dependent variable was "problem solving" and " learning motivation".The research employing an twelve-week teaching experiment with the Nonequivalent Groups Design(NGD) was conducted upon the higher grades students of the gifted classes from one elementary school in Kaohsiung city in the Lego theme courses.The students were given the pre-test of the New Problem-Solving Measurement(NPSM) before the experimental teaching and examined in the posttest and the learning motivation scale after that teaching approach‚so as to obtain required database for this study.Furthermore‚proceeding statistical and quantitative data analysis and summarizing the findings, conclusions of this study are as the follows: 1. Problem solving ability (1) Both of the different teaching methods in the Lego theme courses can achieve significant teaching effectiveness. (2) Cooperative Lego Robotics teaching method does not better than personal Lego Robotics teaching method on Enhancing the whole problem-solving ability for the gifted students in the Lego theme courses. (3) Cooperative Lego Robotics teaching method does not better than personal Lego Robotics teaching method on Enhancing the "solution dimension","prevention dimension","effectiveness dimension" of the problem solving ability for the gifted students in the Lego theme courses. (4) Personal Lego Robotics teaching method will be better than cooperative Lego Robotics teaching method on Enhancing the "defining cause dimension" and "flexibility dimension " of the problem solving ability for the gifted students in the Lego theme courses. 2. Learning motivation (1) Cooperative Lego Robotics teaching method does not better than personal Lego Robotics teaching method on the whole learning motivation scale for the gifted students in the Lego theme courses. (2) Cooperative Lego Robotics teaching method does not better than personal Lego Robotics teaching method on the "attention dimension","relation dimension", "confidence dimension", "satisfaction dimension" of the learning motivation scale for the gifted students in the Lego theme courses.