A Study of Picture-Based Thinking Apps Integrated into Teaching Activities for Elementary School Students’ High Order Thinking

• Main Authors: Chao-Tsen Tsai, 蔡兆琛
• Other Authors: Chao-His Huang
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/72953063590368307826

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.