| Summary: | 碩士 === 國立臺北教育大學 === 社會科教育學系碩士班 === 95 === This study is intended to investigate the impacts of Digital Archive Instruction on elementary students in the following three areas: (a) the impact on their attitudes toward Social Studies both before and after they receive this kind of instruction in the Social Studies Domain? , (b) the impact on students’ performance in Social Studies Domain after the application of the instruction , and (c) the impact of this kind of instruction on students’ critical thinking skills after the application of the instruction.
The major findings are as follows:
1.Digital Archive Instruction in the Social Studies Domain improved
the students’ learning attitudes.
2.The students’ performances in Social Studies did not differ in
spite of different types of instruction.
3.Digital Archive Instruction seemed to be more affective than
traditional teaching, in terms of students’ critical, systematic
and analytic thinking skills and their introspection. However,
there is no significant difference in their performance in
intellectual inquisitiveness.
4.Different genders and teaching methodologies did not show
significant difference in the students’ performances on critical,
systematic and analytic thinking skills, openness and empathy,
intellectual inquisitiveness, and holistic thinking and
introspection.
5.Students’ proficiency and different teaching methodologies
significantly co-related; it indicated that Digital Archive
Instruction worked better than traditional instructional methods
in improving students’ proficiency, their critical, systematic,
analytic, and holistic thinking skills and their introspection.
Regarding the students’ test performance in their openness and
empathy, and intellectual inquisitiveness, this study did not show
any significant difference between the two types of instruction.
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