示意圖結合多媒體教學對國小六年級學習槓桿原理之影響

Abstract

本研究的主要目的是應用多媒體融入自然與生活科技教學，並使用示意圖作為有效的認知負荷，以不增加學生外在認知負荷，探討能否造成槓桿原理學習成效的差異。 本研究以新竹市某國小六年級的四個班級共125名學生為研究對象，分成兩組進行有無示意圖之多媒體教學，兩組教材均符合多媒體學習理論，實驗組的教材增加了力的大小與方向的示意圖。同時以學生在五年級到六年級上學期共六次的自然成績，區分為高、低學業成就，比較各組的學習成效。 實驗教學前一週，兩組學生需先接受「槓桿原理學習成效前測」，在實驗教學結束後，再進行「槓桿原理學習成效後測」及「認知負荷量表」。 實驗結果採單因子共變數分析後，得到以下結論： 一、 有示意圖能提昇學生槓桿原理學習成效。 二、 有示意圖之教材對於提昇學生「槓桿概念」的學習成效有顯著成效，對於「槓桿實驗」及「判斷日常工具」無顯著成效。 三、 有無示意圖對於高學業成就與低學業成就學生的學習成效無顯著差異，但對於低成就學生在「槓桿概念」的學習成效有顯著成效。 四、 有無示意圖對於學生的認知負荷無顯著差異。

The main purpose of this study is the application of multimedia technology into the teaching of Nature and Science Technology. Using the illustrations as the germane cognitive load in order not to increase students’ extraneous cognitive load, and explore the possibility of differences of lever principle learning outcome. In this study, 125 sixth graders of four different classes in Hsinchu City were divided into two groups - one with illustrations and one without. Two teaching materials were in line with multimedia learning theory, but teaching materials of the experimental group were increased with the illustrations of size and direction of the force. Students were divided into high and low academic achievement by six scores of Nature and Science Technology in the fifth grade to the first semester of sixth grade to compare the effectiveness of learning groups. A week before the experiment, two groups of students were given a “lever principle learning pre-test”. After the experiment finished, they were given a “lever principle learning post-test” and filled out a survey form of “cognitive load scale”. Following conclusions are obtained through the ANCOVA: First, illustrations with multimedia can enhance learning outcome of lever principle. Second, illustrations with multimedia can enhance students learning the concept of “the lever principle” significantly, but no significant results for the “leverage experiment” and “determine gerneral tools”. Third, with or without the illustrations, there’s no significant difference in learning outcome for high academic achievement and low academic achievement students, but there’s a significant effect on the outcome of learning “the concept of lever principle”for low academic achievement students. Fourth, there is no significant difference in student's cognitive load with or without the illustrations.