The Impact of Interactive Electronic Whiteboards on the 5th and 6th Grade Students’ Learning Satisfaction with Science Curriculum — Sampling from Gangshan District, Kaohsiung City, Taiwan

• Main Authors: Wang,shu yeh, 王淑夜
• Other Authors: 陳宏志
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/81517521525062430342

碩士 === 高苑科技大學 === 經營管理研究所 === 99 === Abstract The twenty-first century is known as the “knowledge century”. The application of information technology on the area of education is increasing widely and has been taken seriously. Comparing to a traditional blackboard, an interactive electronic whiteboard (IWB) which has the characteristics of more interaction is one of the advanced assistive technologie for teaching currently. The nine-year “science and technology” curriculums emphasizes enhancing students’ abilities of observations, exploration and creativities. Therefore, in order to make teaching more creative and diverse, not only the teaching methods focused on innovation, but also the teaching materials underscored the combination of students’ living experience. We believed that integrating IWB into teaching “science and technology” would break through the limitations of the traditional teaching and thinking outside the box, make learning more fun and attractive as well. First of all, the present study investigated the learning satisfaction with integrating IWB into teaching the 5th and 6th grade science courses. Secondly, the relationships between demographics, including gender, grade, socioeconomic status, classroom management models, interests and experiences, and the 5th and 6th grade students’ learning satisfaction with the incorporation of IWB was examined. Furthermore, the present research investigated the correlation between satisfaction and perceived learning achievement. Questionnaires were distributed in a sample of 5th and 6th grade students from Gangshan District, Kaohsiung City, Taiwan and 307 valid questionnaires were received. The data were analyzed by mean, standard deviation, t-test, one-way ANOVA and Pearson correlation statistical analysis methods. The results showed significant differences of learning satisfaction with integrating IWB into science classes and perceived learning achievement between different demographic characteristics. Based on the results of this present study, suggestions were made as references for the education administration, teachers in elementary schools, related personnel and future researches. Keywords: 5th and 6th grade Students,Interactive Electronic WhiteBoard ( IWB), Learning Satisfaction,Science Curriculum