探討網路探究教學應用於補救教學對不同學習風格10年級學生的學習成效與感受：以牛頓運動定律和力圖分析為例

• Main Author: Misi Magdalena Manalu
• Other Authors: Jun-Yi Chen
• Format: Others
• Online Access: http://ndltd.ncl.edu.tw/handle/eh7k9z

碩士 === 國立嘉義大學 === 教學專業國際碩士學位學程 === 104 === Abstract The purpose of this study is to investigate the effect on using Web–based Inquiry Teaching (WBIT) for remedial instruction with students’ different learning styles. The effect of using WBIT can be known by examining students’ learning outcomes and learning perception about Newton’s laws and free–body diagram. Convenience sampling was used. One tenth–grade class of senior high school in Indonesia was chosen. There are total twenty students. The participants are five students who did not pass the school test on Newton’s law. Their learning difficulties and perception after using WBIT were investigated. The tools of data collecting are multiple choice test and essay test with reason to know the learning difficulty of students. The quantitative data from multiple–choice test were analyzed by mean and percentage. The qualitative data from the essay test were analyzed by coding and classifying. The analyses of the data indicated the students’ learning outcome and learning perception on topic Newton’s laws and free–body diagram at tenth grade students with different learning style. The students’ learning outcome showed the level students’ understanding in each conception. In the Newton’s first law 50% students could remember and 50% students could understand the conception of inertia. Newton’s second law 100% student could apply the formula to calculate acceleration but could not comparison the mass. Newton’s third law could not understand the meaning but 50% students could apply the conception of F action and F reaction. In the free–body diagram 40% students could understand to identify the conception in the one case but could not interpret the conception with drawing and explanation. All students can improve their understanding with varying degrees of learning outcome, whatever the learning style they have. The student’s perception indicated that learn better with WBIT. This is the first time for students, they neutral to enjoy learning in the web environment. Also the students were motivated to learn using WBIT.