The Effects of Digital Storytelling Approaches for Junior High Students on Learning Declarative Knowledge in Science

• Main Authors: Hsiu-Mei Hsieh, 謝秀梅
• Other Authors: Ming-Hsiu Tsai
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/sn6fky

碩士 === 國立臺北科技大學 === 技術及職業教育研究所 === 100 === With the advancement of information technology in this digital era, studies show that digital storytelling can help teaching and improve student’s memory. Thus the present study intend to help students to aquire declarative knowledge through the use of information technology and the production of digital storytelling and further investigates whether there is a difference between self created story scripts by students themselves or story scripts given to them by the instructor. Therefore, the purpose of this study is two-fold: 1) to understand whether there is improvements in junior high school students’ learning achievement when they utilize digital creative storytelling to learn declarative knowledge, and 2) to understand the extent to which junior high school students’ learning retention is improved when they utilize digital creative storytelling to learn declarative knowledge. This is an unequal pre-test and post-test quasi-experimental study of five classes, randomly assigning two classes as experimental groupⅠ, the other two as experimental groupⅡ, and the last class as the controlled group. Students from experimental groupⅠcreated digital storytelling with their own script; on the other hand, experimental groupⅡ created digital storytelling with a script provided by their teacher; the controlled group was not involved in digital storytelling. The results after six weeks of experiment are as follows: 1. All three groups has had a significant progress in terms of learning achievement, but there was no significant difference comparing the three. 2. In terms of learning retention, the experimental groupⅠperformed better than the experimental group Ⅱ and the controlled group, but there was no significant difference in learning retention between the experimental group Ⅱ and the controlled group.