The Effect of using E-book in learning nature science

• Main Authors: Tsung-Hua Lin, 林宗樺
• Other Authors: Ching-Chang Lee
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/03911085507079003586

碩士 === 國立高雄第一科技大學 === 資訊管理系企業電子化碩士班 === 102 === The purpose of this study was to explore combination of different cognitive style teaching methods, teaching natural science experiments for elementary school students of the impact on learning outcomes. In this study, 2x2 quasi-experimental design, the subjects for the fifth grade students in Tainan 44, independent variable was teaching methods (ebook traditional teaching) and cognitive style (field-independent and field-dependent), the dependent variable was learning. Classification of experimental teaching groups for the experimental group using video ebook the control group using traditional teaching, experimental teaching are two groups of teachers to assist teaching, teaching to the test before the experiment and cognitive style Group Embedded Figures Test, and in experimental teaching object of study after learning test. The results found that teaching methods and cognitive styles have a significant impact on the natural science learning. In the "video e-book" category, field-independent and field-dependent learners in the curriculum learning outcomes there were significant difference post-test scores, there was no significant difference between the "traditional teaching" category. "Traditional teaching" category, field-dependent test of the effectiveness of learning posttest scores higher than the field-independent. For field-independent learners, learning effectiveness test at the "traditional teaching" under the post-test scores no higher than the "video eBook" category. Different cognitive styles of learners in different teaching methods of natural science advances situation has significant influence.