| Summary: | 碩士 === 國立臺中科技大學 === 多媒體設計系碩士班 === 100 === Under the educational environment that school promotes information integrated into teaching, emphasizes adaptive instruction, and develops student’s abilities of communication, cooperation, and problem solving,
in addition to the design of teaching materials, the learner’s cognitive load and abilities of communication, cooperation, and problem solving have to be taken into considerations. Therefor e, the purpose of this research is to investigate the impact of multimedia teaching materials in different cooperative teaching models on the learner by means of application of information integrated into teaching to Science and Technology Class in high-grade students in elementary school. There are two groups. Experimental Group proceeds heterogeneous grouping of Learning Together by high, middle, and low prior cognitive structures. Meanwhile, Control Group adopts cooperative learning model, Student’s
Team Achievement Division (STAD). Both groups carried out pre -post test before and after teaching for discussion of the impact of different cooperative teaching model using multimedia teaching materials on the learner’s cognitive load and learning attitudes.
The research findings show: (1) Cognitive load of the learner by LT teaching method is less than that by STAD teaching method. (2) Students with various prior knowledges by LT teaching method do not differ significantly in respect of cognitive load. (3) Students with various prior knowledges by STAD teaching method differ significantly in cognitive load. (4) Students with various prior knowledges by LT teaching method differ significantly in their mental efforts. (5). Students with various prior knowledges by STAD teaching method do not differ significantly in their mental efforts. (6) There is no interaction between LT/STAD teaching methods and mental efforts of students with various prior knowledges. (7) The learning attitudes of the learner in LT teaching method are worse than those in STAD. (8) Cognitive load and learning attitudes in STAD teaching method has negative correlation.
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