| Summary: | 碩士 === 國立宜蘭大學 === 多媒體網路通訊數位學習碩士在職專班 === 103 === The purpose of this study was to explore the effectiveness of picture-based thinking apps integrated into teaching activities for elementary school students’ high order thinking. We used a quasi-experimental design in the study. Participants in the study included two classes with a total of 60 fifth-grade students. There were 29 students in the experimental group and 31 students in the control group. One was a picture-based thinking apps group and the other was a non-picture-based thinking apps group. We conducted 12 classes of experimental teaching. The research methods were : Intel® Teach Elements: Assessment in 21st Century Classrooms " Creativity Thinking Abilities Rubrics ", " Critical Thinking Abilities Rubrics ", " Reasoning Abilities Rubrics ", " Decision Making Abilities Rubrics " and “The Feedback Questionnaire for Picture-Based Thinking apps integrated into Teaching Activity”. The independent variable was whether or not to use picture-based thinking apps in class. The dependent variable was the students' creative thinking, critical thinking, reasoning and decision-making abilities. Based on this study, I obtained the following findings :
1. The picture-based thinking apps integrated into teaching activities could improve fifth-grade elementary school students' creative thinking abilities.
2. The picture-based thinking apps integrated into teaching activities could improve fifth-grade elementary school students' critical thinking abilities.
3. Obvious differences were not found in improving fifth-grade elementary school students’ reasoning abilities by using the picture-based thinking apps integrated into teaching activities.
4. Obvious differences were not found in improving fifth-grade elementary school students’ decision-making abilities by using the picture-based thinking apps integrated into teaching activities.
5. The picture-based thinking apps integrated into teaching activities instilled into a majority of the students a positive affirmation, and thus most considered the apps helpful in learning and were willing to continue their use.
Finally, according to the results of the picture-based thinking apps integrated into teaching activities, this study proposes a solid reference for IT integration into teaching elementary school students and provides future related studies a reference basis as well.
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