電腦研製視聽媒體對國小自然科教學之效益研究

A Stusy on the Effectiveness of Computerized Audio-Visual Media Adopted in Science Teaching in Elementary Schools

林素華(Su-Hua Lin) ； 黃世傑(Shih-Chieh Hooag) ； 耿正屏(Jeng-Ping Keng)

《科學教育》 3期 (1992/04) Pp. 267-300

https://doi.org/10.6767/JSE.199204.0267

摘要

The purpose of this study was to examine the effectiveness of computerized audio—visual media adopted in science teaching in elementary schools. For this purpose, six science teachers were randomly selected from six elementary schools in Changhua City, Taiwan, R. O. C. The teachers were responsible for transparency developments, evaluation instruments, aptitude questionnaires, and media instructions. From their schools each teacher randomly selected two classes as samples. Their were, 584 students, twelve classes, in two group. Each group was pretested first. Then the two groups were taught an identical unit of study. In the experimental group, the transparencies were adopted, while in the control group, only conventional instructions were given. At the end of a two-week study, both groups were post-tested. six weeks after the post-test, a long-term memory test was held. Based upon the following data: sex, academic achievements, science achievements, pretest scores, post-test scores, long-term memory test scores, and questionnaire responses, the statistics obtained from ANOVA and pearson correlation demonstrated seven out of eight sets of variables as significantly showed students’ exact positive attitude toward the media. Accordingly, the media had positive effectiveness upon science teaching; therefore, the media is recommended in science teaching in elementary schools.

並列摘要

The purpose of this study was to examine the effectiveness of computerized audio—visual media adopted in science teaching in elementary schools. For this purpose, six science teachers were randomly selected from six elementary schools in Changhua City, Taiwan, R. O. C. The teachers were responsible for transparency developments, evaluation instruments, aptitude questionnaires, and media instructions. From their schools each teacher randomly selected two classes as samples. Their were, 584 students, twelve classes, in two group. Each group was pretested first. Then the two groups were taught an identical unit of study. In the experimental group, the transparencies were adopted, while in the control group, only conventional instructions were given. At the end of a two-week study, both groups were post-tested. six weeks after the post-test, a long-term memory test was held. Based upon the following data: sex, academic achievements, science achievements, pretest scores, post-test scores, long-term memory test scores, and questionnaire responses, the statistics obtained from ANOVA and pearson correlation demonstrated seven out of eight sets of variables as significantly showed students’ exact positive attitude toward the media. Accordingly, the media had positive effectiveness upon science teaching; therefore, the media is recommended in science teaching in elementary schools.