認知負荷理論應用於國小五年級太陽位置變化教學之影響

Abstract

在九年一貫自然與生活科學領域中，國小課程裡觀念最抽象的無非就是天文課程，對於學習者而言，內在認知負荷過高，因此本研究主要目的是運用認知負荷理論，以多媒體教材教學，降低教材內在認知負荷，增加學習者學習成效。 本研究是以新竹市某國小五年級六個班級，共150名學生為研究對象，教學實驗共分三組，分別為課本原圖組、課本簡圖組與宇宙簡圖組，三組教材都符合認知負荷理論和多媒體學習理論，同時將三組分成高、低先備知識，探討教學設計與先備知識知交互作用。 教學實驗前，三組學生皆先接受前測，以確認學生先備知識，並於教學實驗後，施行學習成效後測、教材感受量表與自然科學態度量表，再於教學實驗一個月後，進行學習成效延後測。 研究結果如下： 一、 三組教學實驗後測成績之間無顯著差異。 二、 三組教學實驗延後測成績之間無顯著差異。 三、 教材感受量表中，「困難度」面向，宇宙簡圖組認為困難度高於課本原圖組；「花費心力」面向上，宇宙簡圖組亦高於課本簡圖組。

In the elementary school science and technology curriculum for grades 1 to 9, the astronomy curriculum is the most conceptually abstract. Its intrinsic cognitive load is overly high for learners. This study primarily aimed to reduce the intrinsic cognitive load of teaching materials and improve students’ learning outcomes by employing multimedia teaching materials in teaching based on the cognitive load theory. The participants in this study were 150 fifth graders from six classes in an elementary school in Hsinchu City. Three groups were included in this teaching experiment: a group using original pictures from textbooks, a group using simplified pictures from textbooks, and a group using simplified cosmic maps. The teaching materials adopted in all three groups were in accordance with the cognitive load theory and the multimedia learning theory. The participants were differentiated according to high and low academic achievement to discuss the interaction between the design of teaching and the prior knowledge. Before the implementation of the teaching experiment, a pretest was administered to the students from the three groups to assess their prior knowledge; after the implementation of the teaching experiment, a posttest, a teaching materials perception scale, and a natural science attitude scale were administered. A month after the implementation of the teaching experiment, a delayed posttest was administered. The results are as follows: 1. The posttest scores revealed no significant differences between the three groups. 2. The delayed posttest scores revealed no significant differences between the three groups. 3. In the “difficulty” dimension of the teaching materials perception scale, the group using a simplified cosmic map found the material was more difficult than the group using original pictures from textbooks. In the “effort-consuming” dimension, the group using the simplified cosmic map had to work harder than the group using simplified pictures from textbooks.