| Summary: | 碩士 === 國立中正大學 === 教學專業發展數位學習碩士在職專班 === 108 === Using Embodied Cognition Strategy to Improve Children’s Story Understanding
Advisor: Dr.Chi-Shun Lien
Student: Hsuan-Ling Chiu
ABSTRACT
The purposes of this study were to investigate the effect of the embodied cognition strategy on children’s story understanding and to examine the performance on children’s story memory, story understanding and action vocabulary understanding.
Forty-two participants were recruited from an affiliated kindergarten of elementary school in Taoyuan City. Quasi-Experimental Design was adapted and participants were tested individually. Participants were divided into four groups by the pretest scores of Picture Vocabulary Test-Revised: Group A (Body Movement Group), Experiment Group B (Doll Operating Group), Control Group C (Video Watching Group), Control Group D (Story Listening Group) and learned there stories via the ways of experimenter designed.
The results of this study were as below:
1.There were significant differences among the ways of how children learned the stories. Participants who were in the Body-movement group and the Doll-performance group outperformed the rest of two groups on learning action vocabulary.
2.There was a significant difference between high-ability and low-ability children on vocabulary learning.
3.There was no interaction between learning ways and children’s vocabulary ability.
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