脈絡整合對地理教學成效之研究－以國中南亞自然環境為例

Abstract

國民中學階段地理科之多媒體教材，多以課本原圖及課本脈絡為教材設計依據，對於元素交互關係複雜的自然地理之學習，易產生較重的認知負荷。本研究主要目的在探討結合「認知負荷理論」、「多媒體學習認知理論」，將地圖簡化並強調元素脈絡關係之多媒體教材，是否能幫助學習者有效管理內在認知負荷、降低外在認知負荷、提升有效認知負荷，以增加學習成效。 本實驗研究對象為新竹縣某國民中學八年級三個班，共80名學生，採準實驗研究法，以「教材設計」、「先備知識」為自變項，「學習成效」、「學習保留成效」、「認知負荷感受」為依變項，探討教材教法與先備知識之交互作用。研究結果顯示：1. 在學習成效方面，實驗組與對照組無顯著差異。2. 在學習保留成效方面，實驗組與對照組無顯著差異。3. 在內在認知負荷方面，實驗組與對照組無顯著差異。4. 在外在認知負荷方面，實驗組與對照組無顯著差異。5. 在有效認知負荷方面，高先備知識之實驗組與對照組有顯著差異。

In junior high school stage, most of the geography multimedia teaching materials are designed with the original map and the context of the textbook. For the complicated interaction among element of natural geography, it is easy to cause heavier cognitive load for students to learn. The main purpose of this study is to explore whether the multimedia teaching materials based on “Cognitive Load Theory “, “Cognitive Theory of Multimedia Learning”, simplified map and emphasized context of element, can efficiently help learners to manage the intrinsic cognitive load, decrease the extraneous cognitive load, and to increase the germane cognitive load in order to improve students’ learning effects. The participants in this study were 80 eighth graders from three classes in a junior high school in Hsinchu County. Based on quasi-experimental research method, “material designs” and “prior knowledge” as independent variables, “learning effects” and “retentive learning effects” and “perception of cognitive load” as dependent variables, to discuss the interaction between the material designs and the prior knowledge. The results are as following. At first, there was no significant difference between the experimental group and the control group in aspect of learning effects. Secondly, there was no significant difference between the experimental group and the control group in aspect of retentive learning effects. Thirdly, there was no significant difference between the experimental group and the control group in aspect of intrinsic cognitive load. Fourthly, there was no significant difference between the experimental group and the control group in aspect of extraneous cognitive load. Finally, there was significant difference between the experimental group and the control group in aspect of germane cognitive load.