| Summary: | 碩士 === 國立臺灣師範大學 === 資訊教育研究所 === 88 === This study examined the effect of type of model (expert model vs. peer model) and demonstrative method (sub-goal vs. trial-and-error) on students’ performance in Logo programming, learning transfer of Logo problem-solving strategies to mathematical word problems, and attitude toward learning. A quasi-experiment method was used with type of model, demonstrative method, gender, and cognitive style as independent variables for this study. ANOVAs were employed to analyze the differences between groups for Logo programming performance and ANCOVAs were conducted for analyzing the learning transfer performance of mathematical word problems with the pretest as covariant.
The results showed that (1) in Logo programming performance, peer-modeling group outperformed expert-model group, trial-and-error group outperformed sub-goal group, male outperformed female, and field-independent learners outperformed field-dependent learners, (2) in learning transfer of Logo problem-solving strategies to mathematical word problems, no difference was found for type of model and demonstrative method, and (3) in attitude toward learning, peer-model group showed higher self-efficacy and motivation than expert-model group.
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