The Study of Different Scaffolding Strategies on Junior High School Students’ Learning Motivations and Achievements in the Physics and Chemistry Course.

碩士 === 國立臺南大學 === 教育學系科技發展與傳播碩士班 === 101 === This study adopted a quasi-experimental methodology to explore the effect of different segregation strategies on students’ learning motivations and achievements for the wiki use in the learning units of “Organic Compounds” and Mechanics”. Based on previou...

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Bibliographic Details
Main Authors: Hsin-ting Lin, 林信廷
Other Authors: Pao-Nan Chou
Format: Others
Language:zh-TW
Published: 2012
Online Access:http://ndltd.ncl.edu.tw/handle/86087760882544789549
Description
Summary:碩士 === 國立臺南大學 === 教育學系科技發展與傳播碩士班 === 101 === This study adopted a quasi-experimental methodology to explore the effect of different segregation strategies on students’ learning motivations and achievements for the wiki use in the learning units of “Organic Compounds” and Mechanics”. Based on previous academic performances, eighth grader students from four classes were divided into “Heterogeneous-based Group”, “Homogeneous-based Group” and “Free-based Group” to edit a wiki website as the purpose of the auxiliary teaching, and “controlled Group” conducts the normal teaching. The teaching experiment lasted for six weeks. Prior to the experiment and one week after the experiment, all student participants completed the “Students'' Motivation Towards Science Learning Scale” and “Organic Compound and Mechanics Test”. After the experiment, the experimental students also answered the “Self-perceived Learning Effect Questionnaire”. Data were collected to compare the differences of students’ learning motivations and achievements for three different segregation strategies, and to understand students’ opinions and obstacles encountered during the editing process in the wiki websites. The major findings are: 1. In the aspect of enhancing the students’ learning motives, the “Heterogeneous-based Group” editing wiki was the best auxiliary learning strategy to assist in the teaching of science and chemistry. 2. Four scaffolding strategies can increase students’ learning achievements, and however, no significant difference was found among four scaffolding strategies. 3. At the aspect of self-perception learning, students all considered that wiki use in the physics and chemistry course could benefit their learning effectiveness and they show a positive attitude toward the wiki adoption in classroom. 4. No significant difference was found for the effect of different segregation strategies on the contribution level of the wiki editing. 5. Students often added new sentences when editing wiki pages, and the most frequently encountered obstacle for using the website was what contents should be edited.