The Effects of Different Digital Learning Environments, Problem Solving Strategies and Problem Solving Confidence on Junior High Students’ Learning of Energy Concepts

• Main Authors: CHEN-YU, LIN, 林承俞
• Other Authors: MING-PUU, CHEN
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/57735013041571283954

碩士 === 國立臺灣師範大學 === 資訊教育研究所 === 102 === The main purpose of this study was to examine the effects of different problem-solving strategies (problem-solving vs. guided problem-solving), digital learning environment (game-based learning vs. situational dialogue), and different levels of problem-solving confidence (high vs. low) on eighth-graders’ learning of energy concepts. The subjects were junior high school students and participants were 264 eighth graders from the north part of Taiwan. All students were acquired with the basic computer skills including web browsing, word processing, and other related basic skills. The results revealed that: (a) the higher problem-solving confidence group achieved better performance on knowledge application than the low confidence group; (b) the situational dialogue group possessed higher degree of learning motivation than the game-based learning group, (c) the guided problem-solving group showed stronger learning motivation and willingness than the problem-solving group; and (d) the high problem-solving confidence group revealed higher overall learning attitudes than the low problem-solving confidence group.