A Study of Applying Learning Cycle Theory to Developing the Multimedia Materials of Force and Motion for Elementary School Students

• Main Authors: Cheng-Pei Li, 李承蓓
• Other Authors: Hsueh-Wu Wang
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/75128284279007726053

碩士 === 國立臺北教育大學 === 教育傳播與科技研究所 === 102 === The purpose of this study is to design and develop a courseware on “force and motion” called I2 Science for elementary students on science learning. A total of ten science units are developed based on learning cycle model, including force, gravity, friction, etc. Four different sections are designed to illustrate the principles of each unit. The introduction section provides a simple but interesting interactive activity. The motion comic section is specially designed to illustrate the science concept with the animated clips. The game section provides an interesting game for pupils to play and learn more about the science concept. Finally, the encyclopedia section is to supplement the lack of concepts that the unit should be included. The science courseware expects the motivation of science for elementary school students. The study adopted the performance measures of interface evaluation including observation, satisfaction questionnaires, achievement test and semi-structured interviews. It was found that dynamic icon can attract pupils’ attention. The questionnaire results showed that pupils who with experience in multi-touch need more tips than pupils witch experiences. In terms of force and motion learning, thers is no significant differences between the learning cycle model group and the control group on the achievement test. According to the motivation questionnaires, the data showed the learning cycle model inspired the learning cycle group students’ motivation. Based on the above results, I2 Science was a good aid for teachers teaching and supporting students to learn concept of force and motion.