The Effect of Applying Computer Simulation System to Teaching Physical Education to Teachers’ Critical Thinking Abilities and Thinking Styles

• Main Authors: Liao, Li-An, 廖莉安
• Other Authors: Chou, Chien-Chih
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/99061857366220297530

碩士 === 台北巿立體育學院 === 運動教育研究所 === 98 === Abstract This study was to understand the influence of computer simulation application in teaching physical education (PE) to teachers’ critical thinking abilities and thinking styles. There were three purposes: 1. The effect of the computer simulation in teaching PE to PE teachers’ critical thinking abilities. 2. Comparing the differences of effects between applying the computer simulation in teaching and without the computer simulation to PE teachers’ critical thinking abilities and thinking styles. 3. The effect of the computer simulation in teaching PE to PE teachers’ and thinking styles. And the samples in this research was selected from the students of institute of the two sports universities and colleges in north Taiwan .They were inservice PE teachers. Forty-one (n= 41) students in the experimental group accepted 12 weeks computer simulation application in teaching physical education (PE) method, and thirty-two (n= 32) students in the control group accepted 12 weeks non computer simulation application method .Two groups were asked to complete Thinking Styles Questionnaire for PE teachers and Test of Critical Thinking Skill In Sports in the beginning and last classes. The applied analsis method were descriptive statistics, T-test, repeated measures, ANOVA, and Bowker’s test of symmetry. The result of study showed 1. The students of the experimental group was significantly improved in the' deduce ' factor on the Test of Critical Thinking Skill In Sport post-pre test.In the other hand, the control group was no significantly improved in any factors on the Test of Critical Thinking Skill In Sport post-pre test. 2. The students of the experimental group had significantly improved in the factors of ‘assumptions identification’, ’induction’, ‘deduction’ and ‘interpretation’ than the ones in control group. 3. There was no significant changed in thinking styles in both group. In the end, the reasercher proposed suggestions for educational organization of PE, PE educators, PE reserchers, and future studies.