The Illustrations and E-learning to the Effectiveness of Learning Lever Principle for the Sixth Grade Students in Elementary School

• Main Authors: Chu,Chih-Ching, 朱志青
• Other Authors: Chen,Ming-Jang
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/61635574588224201990

碩士 === 國立交通大學 === 理學院科技與數位學習學程 === 99 === The main purpose of this study is the application of multimedia technology into the teaching of Nature and Science Technology. Using the illustrations as the germane cognitive load in order not to increase students’ extraneous cognitive load, and explore the possibility of differences of lever principle learning outcome. In this study, 125 sixth graders of four different classes in Hsinchu City were divided into two groups - one with illustrations and one without. Two teaching materials were in line with multimedia learning theory, but teaching materials of the experimental group were increased with the illustrations of size and direction of the force. Students were divided into high and low academic achievement by six scores of Nature and Science Technology in the fifth grade to the first semester of sixth grade to compare the effectiveness of learning groups. A week before the experiment, two groups of students were given a “lever principle learning pre-test”. After the experiment finished, they were given a “lever principle learning post-test” and filled out a survey form of “cognitive load scale”. Following conclusions are obtained through the ANCOVA: First, illustrations with multimedia can enhance learning outcome of lever principle. Second, illustrations with multimedia can enhance students learning the concept of “the lever principle” significantly, but no significant results for the “leverage experiment” and “determine gerneral tools”. Third, with or without the illustrations, there’s no significant difference in learning outcome for high academic achievement and low academic achievement students, but there’s a significant effect on the outcome of learning “the concept of lever principle”for low academic achievement students. Fourth, there is no significant difference in student's cognitive load with or without the illustrations.