Effectiveness of Integration of 5E Learning Cycle with Information Technology : An example of “Solar Observation” for Fifth Graders

• Main Authors: Chiang, Chi-Chen, 江季蓁
• Other Authors: Lin, Sheau-Wen
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/3wbezc

碩士 === 國立屏東教育大學 === 數理教育研究所 === 102 === The main purpose of this study was to explore the effectiveness of integration of 5E learning cycle with information technology for Solar Observation. Quasi-experimental design was used. The subjects were four classes of fifth grade elementary school students. Two classes (53 students) were assigned randomly as the experimental group and were taught with integration of information technology into 5E learning cycle of a unit on olar Observation. The control group of two classes (50 students) was taught with integration of information technology into traditional teaching methods on the same topic. The researcher taught the unit over 400 minutes during four weeks. The instruments were “Twi-Tier Achievement Test” and “Spatial Ability Scale”. Teaching and learning documents were also collected. The collected data were analyzed by one-way analysis of covariance and two-way analysis of covariance analysis to find out the changes in students’ achievement after the instruction. The results of the analysis are presented as follows: 1. There was no significant difference between participants of the experimental group and the control group in achievement. However, the integration of 5E learning cycle with information technology was beneficial to the high achievers. In addition, regarding thefour concepts including the rod and shadow, night and day alternate, day and night of different lengths and seasons, and application-oriented concept of the answer, the experimental group performed better than the control group. 2. Different genders presented no significant difference in learning achievement. 3. There were significant differences in achievement between students of different spatial learning ability. The students with higher spatial ability had higher achievement than the students with lower spatial ability. 4. Different genders taught with different teaching methods showed no significant correlation in learning achievement. 5. There was no significant correlation in learning achievement for students with different spatial ability with regards to different teaching methods. 6. Students in the experimental group had better performance than the control group in knowledge, affection, skills-oriented concept In summary, 5E learning cycle with information technology can be beneficial to students learning.