Learning Effects on Implementing Interactive Assisted Problem-posing in Science and Technology

• Main Authors: Pao-Hun Chiang, 姜堡混
• Other Authors: Keh-Ming Lu
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/25475186489574592468

碩士 === 亞洲大學 === 資訊工程學系碩士在職專班 === 99 === Abstract The aim of this research is to improve teacher’s teaching skills by using the computer instructional media (Hot Potatoes interactive software). The study subjects are the sixth-grade elementary school students who learn in science and technology learning field. The method of this research is to divide students into two groups to compare the effects of two pedagogies: one is implementing the computer software assisted the problem-posing pedagogy, and the other is the passive learning approach through the traditional lecture-based instruction. This study plans to use the computer instructional media, Hot Potatoes software, to help students to build a positive learning attitude. This media can assist students with learning disabilities, lift their learning interests, and have a better learning style Moreover, students’ learning motivations and interests to the computer learning also help to improve student’s learning performances in the curriculum of “Science and Life Technology.” In order to understand the differences of students’ learning achievements, the results, which are from groups of different learning achievements and genders, are analyzed by SPSS12.0. Our findings are summarized as follows: 1. For different teaching methods, the test group’s learning achievement is better than the control group’s. 2. For the high score group, the test group’s learning achievement is better than the control group’s. 3. For the middle score group, the test group’s learning achievement is better than the control group’s. 4. For the low score group, the test group’s learning achievement is better than the control group’s. 5. For male students, the test group’s learning achievement is better than the control group’s. 6. For female students, there are no clear differences in learning achievements between the test and control groups. 7. There are no clear differences in learning achievements between male and female students in the test group. Finally, some suggestions and references are proposed to teachers, teaching designers, and future studies. Keywords: Curriculum of “Science and Life Technology”, Hot Potatoes interactive software, problem-posing pedagogy