認知學習型態與制握信念影響網路輔助學習成效之研究

本研究的目的在探討運用網路多媒體輔助探究學習（Internet Multimedia Assist Investigate Learning, IMAIL）及教學輔具輔助探究學習（Teaching Matters Assist Investigate Learning, TMAIL）進行機率實驗的學習及概念保留成效，選取高雄市某國小國小六年級的二個班級接受IMAIL，高雄縣鳳山市某國小六年級的二個班級接受TMAIL，以前測及後測成績分析機率學習成效，後測及延後測成績分析機率概念保留成效，並探討制握信念與認知學習型態的影響。研究發現如下：（1）IMAIL 的學習成效顯著優於TMAIL；（2）IMAIL與TMAIL的保留成效未達顯著差異；（3）學習方法與認知學習型態對學習成效的影響達顯著水準；（4）學習方法與制握信念對學習及概念保留成效具預測力。

關鍵字

網路多媒體；制握信念；認知學習型態

並列摘要

The purpose of this study was to investigate the learning and preserved effect of applying Internet multimedia assist investigate learning (IMAIL) and teaching matters assist investigate learning (TMAIL) to proceed probability experiment. Two sixth grade classes were sampled from an elementary school in Kaohsiung city to undertake the IMAIL, and two sixth grade classes were sampled from an elementary school in Fengshan city, Kaohsiung county to undertake the TMAIL. The learning effect was discussed by pretest and posttest; furthermore, the preserved effect was discussed by posttest and extend-posttest. Moreover, the effect of locus of control, and cognitive learning style were discussed either. The results were as follows: (1) The IMAIL was significant better than the TMAIL in learning effect; (2) There was no significant difference between IMAIL and TMAIL in preserved effect; (3) The effect of learning method and cognitive learning style was achieved significant level in learning effect; (4) The learning method and locus of control could predict the learning and preserved effect.