| Summary: | 碩士 === 國立新竹教育大學 === 人資處課程與教學碩士班 === 100 === The purpose of this study is to investigate the learning effectiveness of 6th grade elementary school students with different cognitive learning styles on the improvement of misconception about ‘Speed’ in a dynamic-assessment-based e-learning environment. This study was a quasi-experimental design and GPAM-WATA (Graduated Prompting Assessment Module of the WATA system) was applied to this study. Four classes of 6th graders of public schools in Miaoli County and Zhanghua County were selected by convenience sampling. Two of them were grouped as experimental group with personlized Web-based dynamic assessment, while the other group was defined as control group with non-personlized Web-based dynamic assessment.
Before the experiment, all students took the ‘Cognitive Style Scale’, ‘pre-test of the Speed concept achievement test’ and ‘pre-test of Speed concept two-tier diagnostic test’. Afterward, students took the ‘post-test of the Speed concept achievement test’ and ‘post-test of Speed concept two-tier diagnostic test’. The research results indicate:
1. There are five kinds of misconception about ‘Speed’:
a. Time successively order judgment.
b. Speed unit conversion.
c. Speed judgment.
d. Two object migration characteristic.
e. Concepts about average speed.
2. The learning effectiveness of those who take personlized Web-based dynamic assessment is superior to those who take non-personalized Web-based dynamic assessment.
3. The learning effectiveness of the ‘Speed’ concepts of those who take personlized Web-based dynamic assessment is superior to those who take non- personlized Web-based dynamic assessment.
4. The misconceptions of ‘Speed’ are improved in both groups. However, the learning effectiveness of those who take personlized Web-based dynamic assessment is superior to those who take non- personlized Web-based dynamic assessment.
5. Both field-independent and field-dependent students can have improved ‘Speed’ concepts in personalized and non-personalized Web-based dynamic assessments. However, the results indicate that personalized Web-based dynamic assessment has better effectiveness in improving the learning effectiveness of field-dependent students.
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