多媒體導向教學及戶外實體教學對不同認知風格學生學習成效之分析

Abstract

本研究旨在探討多媒體教學、傳統教學和戶外教學對不同認知風格學生在探索潮間帶課程中學習成效之研究，研究結果供基隆市進行海洋教育課程之參考依據。前測採用潮間帶先備知識測驗與團體嵌圖量表之檢測，研究對象為基隆市某國小五年級67位學生，以班為單位分為實驗組以及控制組，探索八斗子潮間帶課程分為三個單元，控制組於單元一及單元二接受傳統教學法，單元三為戶外教學法，實驗組三個單元皆接受多媒體教學法，本研究採二因子準實驗研究，共包含兩個實驗，兩個實驗的自變項都是教學方式和認知風格，實驗一中不同的教學方式為多媒體教學與傳統教學，實驗二中不同的教學方式為多媒體教學與戶外教學之研究，而在兩實驗中不同的認知風格的學生都是依照團體嵌圖量表得分來作分類。 依文獻探討、實驗教學、統計分析及對研究發現之討論，本實驗研究獲得下列結果： 實驗一: 一、採用多媒體教材教學顯著優於傳統教學。 二、在多媒體教材輔助教學的模式中，不同認知風格沒有顯著差異。 三、在傳統教學組中，場地獨立型的學習者學習成效優於其他學習者。

實驗二: 一、採用多媒體教材教學與戶外教學沒有顯著差異。 二、在多媒體教材輔助教學的模式中，不同認知風格沒有顯著差異。 三、在戶外教學組中，場地依賴型的學習者學習成效優於其他學習者。

The main purpose of this study was to investigate a comparison study under different cognitive styles on student’s learning achievement and ability of inference between Multimedia-based teaching,Traditional teaching, and Outdoor teaching. Using the Exploring of Badouzi's Intertidal Zone as an example. The result of study provides the reference of the development of Marline Education. The pre-test utlilzed Group Embeded Figures Test and prior knowledge test.The samples consist of 67 5th-grade students . During the experimental period, class as the unit divide the students into two groups, one is experiment group, the other is control group. The course of The Exploring of Badouzi's Intertidal Zone was divided into three units. Control group adoped trational teaching during the unit one and unit two,and adoped outdoor teaching during the third unit.Experiment group utilized multimedia-based teaching during three units. This study uses 2*2 two-factor quasi-experimintal design including two experiments. The independent variables in two experiments are the teaching methods and cognitive style. In the first experiment the different teaching methods are multimedia-based teaching and traditional teaching. In the second experiment the different teaching methods are multimedia-based teaching and outdoor teaching. The identification of student's cognitive styles was conducted by Group Figure-Embedded Test. According to the results on literature review, experiment teaching and data analysis. The main findings of this study can be described briefly as follows: In experiment one: 1. In the Intertidal zone test one: Multimedia-based teaching was significantly better than the Outdoor teaching. 2. There were no significantly different of different cognitive styles students at multimedia-based teaching. 3. The field-independence learners obtain higher score than the other learners on attendance at traditional teaching. In experiment two: 1. There were no significantly different between the multimedia-based teaching and the outdoor teaching. 2.There were no significantly different of different cognitive styles students at multimedia-based teaching. 3. The field-dependence learners obtain higher score than the other learners on attendance at outdoor teaching.