Roles of and Interactions among Students with Different Cognitive Preference in Playing an Ecology Table Game

• Main Authors: Cheng, Chun-Yi, 鄭鈞懿
• Other Authors: Chang, Wen-Hua
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/95181807798844201735

碩士 === 國立臺灣師範大學 === 科學教育研究所 === 105 === The purpose of this study was to investigate the learning performance, group interative process, the roles of students with different cognitive preference in heterogeneous group while they learned through an “ecology table game”, and the students’ perception of this game-based cooperative learning activity. The participants were four groups of freshmen (N = 16) in junior high school at the New Taipei City. Data sources include students’ pre- and post- measures frrom “the Biological Cognitive Preference Questionnaire” and “the Concepts of Plants”, students’ artefacts, transcripts of videotapes of target groups, and students’ responses of their perceptions about the game-based cooperative learning. According to the results of quantitative and qualitative data analysis, we concluded: 1.In playing the ecological table game, the groups, which had effective cooperative learning features, and students with “Principles” (P) cognitive preference, had better learning performance. 2.Analyzing the interactive process of groups, three stages were inducted, which were “Confusion”, “Knowledge Exchange”, and “Rapid Checkpoints”. 3.Students with “Questioning”(Q) cognitive peference tended to take the roles as play “leader” and “answer finder” in the ecological table game. Furthermore, students with cognitive preference “Factual Information or Recall”(R) tended to play “coupler” and “observer”. 4.Most students hold positive attitudes toward the game-based cooperative learning activity.