Learning Effects on Internet Literacy Using the Creative Teaching Strategy on Junior High Students.

• Main Authors: Yu-Hsuan Chiang, 江玉萱
• Other Authors: Shin-Chiang Li
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/88190072134048052478

碩士 === 中原大學 === 心理學研究所 === 104 === This study aims to assess the effects of using creative teaching strategy on junior high school students’ internet literacy.Internet literacy is defined as possessing the ability to surf the Internet, to verify and safely make use of Internet information, and to be able to communicate and interact with others ethically, reasonably, and legally. According to the educational policy and the literature review, courses of understanding internet literacy should comprise teaching content, cognitive objectives, and affectiveobjectives. Internet literacy courses to which creative teaching strategies were applied were conducted to an experimental group. Meanwhile, didactic instruction method was conducted to a control group. After instruction, a post-test on cognitive objectives and affective objectives was given, and a delayed-test was given after a month. In relation to cognitive objectives, statistics reported that both the experimental group and the control group showed no significant differences in information evaluation and safety awareness. There were significant differences in terms of cyberlaw in both post-test and delayed-test. Significant differences were showed in terms of internet ethics in the post-test; however, there were no significant differences in the delayed-test. In relation to affective objectives, significant differences were showed in terms of self-perception in both post-test and delayed-test.There were significant differences in terms of learning satisfactionin both post-test and delayed-test. Moreover, the learning outcome of the experimental group was better than that of the control group. The creative teaching strategies that were adopted in this study were widely recognized by students, and students’ learning interests were stimulated because of the situation building and abundant teaching content.