兩種線段圖表徵解題策略在學習成效上的比較

The Comparison of Two Mathematics Problem-Solving Strategies of Line-Diagram Representations on Learning Achievements

黃一泓(Yi-Hung Huang) ； 謝進泰(Jin-Tai Shie)

《教育心理學報》 47卷4期 (2016/06) Pp. 581-601

https://doi.org/10.6251/BEP.20150603

摘要

本研究探討國小六年級學童在「基準量與比較量」單元中，使用長度線段圖與成比例線段圖表徵的解題策略時，對學童所產生的認知負荷與學習成效的影響。研究者先以Schnotz 提出的文字與圖像理解的整合模式（integrated model of text and picture comprehension）為依據，分析兩種表徵解題策略的認知過程，並以認知負荷理論為基礎，探討兩者在認知負荷上的差異。研究方法採取真實驗設計，以三階段的實驗來驗證此分析的論點，並且得到下列結論：成比例線段圖表徵的解題策略在後測成績的表現顯著優於長度線段圖表徵的解題策略。然而，當學童學習「比與比值」單元後，兩種不同表徵解題策略在延宕測驗的表現並沒有顯著差異。最後，針對研究的結果，提出線段圖表徵解題策略在教學上的意義。

關鍵字

表徵 ； 認知負荷理論 ； 線段圖

並列摘要

This research is to study how the two mathematics problem-solving strategies, length and proportional line-diagram representations, affect sixth grade students’ cognitive load and learning performance during they study the unit of ＂baseline and comparison＂. The researchers adopted Schnotz’s integrated model of text and picture comprehension to analyze the cognitive process of studying worked examples with line diagram, and compare the differences in term of cognitive load between the two methods based on cognitive load theory. Then, the researcher conducted a three phases of true-experimental design to show the effectiveness of our analysis. The experimental results show that the proportional line-diagram condition performed significantly better than the length line-diagram condition on post-tests, and after the students had learned the unit of ＂ratio＂, the difference between the length line-diagram condition and the proportional line-diagram condition on delay-test are not significant. Finally, the researcher will provide some implications for the educational authorities, teachers, and future researches.

並列關鍵字

cognitive load theory ； line diagram ； representations

參考文獻

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