互動式電子白板對國二學生自然科學習成效之影響

陳玉嬋

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互動式電子白板對國二學生自然科學習成效之影響

The effects of the interactive whiteboard on natural science learning motivation of the 8th grade students

陳玉嬋 , Masters　　Advisor：黃文彰　　

繁體中文

互動式電子白板；傳統式教學；多媒體教學；學習成就； interactive whiteboards ； traditional teaching ； multimedia teaching ； learning achievements

Abstract │ Reference (91) │ Times Cited (3) │ Altmetrics

Abstract 〈TOP〉

Parallel Abstract 〈TOP〉

The development of science and technology has become vigorous in recent years. Information and communication technologies in education have become the mainstream ideas of teaching; therefore, interactive whiteboard (IWB) applications are prioritized both in policies and growing trends in education. The studies of IWB applications have been carried out for more than two decades abroad, but the studies in Taiwan are just at an initial stage. Moreover, most of the studies focus on elementary schools; far too little attention has been paid to the teaching process of science and technology in junior high schools, where the learning of natural science requires a lot of abstract and logical thinking. Integrating IWB into teaching can make the content more physical and increase teaching effectiveness.
  In this study, participants were divided into experimental and control groups. The experimental group was integrated with IWB for natural science teaching, whilst the control group was embedded in traditional teaching. The researcher aimed to teach two eighth-grade classes, and exchange the participants in each group after monthly exams. The averages of six seventh-grade monthly exams were taken as pre-test scores; on the other hand, the results of six eighth-grade monthly exams were taken as post-test scores. Independent samples T-test and Ancova were analyzed with the SPSS 19.0 software. This research aimed to differentiate the learning achievements between high- achievement and low-achievement students with two different teaching methods. Unlike many Taiwanese and foreign researches, the participants in this study had been exposed to IWB teaching methods for one year, which might avoid the novelty effect in learning.
    After statistical analysis, the conclusions are as follows: 
1.There is no significant difference between IWB and  
traditional teaching methods.
2. Most of the high-achievement students got higher correction 
scores with IWB. It presents that IWB has a major impact on high-achievement students.
3. The middle-level students got higher scores with traditional teaching. It shows that traditional teaching can help those students assimilate more memorized knowledge and improve their learning.
4. The grades of low-achievement students were gradually improved with IWB. The result indicates that the learning effect of low-achievement students is enhanced with IWB teaching methods.

Reference ( 91 ) 〈TOP〉

吳復中(2000)。概念生態對國中學生呼吸作用概念發展之影響。國立臺灣師範大學生物學系碩士論文。
連結：
李偉新（2002）。中學化學多媒體輔助教材之製作。國立臺灣師範大學化學所在職進修碩士班碩士論文。
連結：
呂益準（2005）。以混成軌域之電腦多媒體教導學生判斷分子形狀。國立台灣師範大學化學研究所碩士論文。
連結：
邱上峰(2001)。以個別化電腦輔助教學探討學生對於氣體粒子概念之學習成效。國立臺灣師範大學碩士論文。
連結：
周岱學（2003）。STS融入教學對國中生創造力與問題解決能力之影響。國立台灣師範大學化學研究所碩士論文。
連結：

Times Cited (3) 〈TOP〉

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