The effects of combining static and dynamic representations on elementary school students’ conceptual understanding of weather changes

• Main Author: 廖佩芬
• Other Authors: Tzu-Ling Wang
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/99953848322588338570

碩士 === 國立新竹教育大學 === 科學教育教學碩士班 === 104 === The aim of this study was to explore the effects of the three learning conditions (static visualization instruction, dynamic visualization instruction, and combining static and dynamic visualization instruction) on sixth- grade elementary school students’learning outcomes in the domain of weather changes, and to explore how learning outcomes in these environments are mediated by students’ spatial ability, cognitive style, and prior knowledge. The quasi-experimental design was used in this study. Participants included 164 sixth-grade students from six classes in an elementary school. The first condition consisted of 54 students in two classes that used static visualizations alone, the second condition consisted of 56 students in two classes that used dynamic visualizations, and the third condition consisted of 54 students in two classes that used combining static and dynamic visualizations. Data were collected from four data sources: (a) science achievement test, (b) two-tier diagnostic test, (c) PMA Spatial Relations Test, and (d) The Style of Processing Scale. Data were analyzed using one-way ANCOVA, chi-square, and independent samples t-test. The results of this study are as follows: 1. The use of a combination of static and dynamic visualizations enhanced students’ science achievement in the domain of weather changes more than the use of static or dynamic visualizations alone. 2. The combination of static and dynamic visualizations was more effective in promoting students’understanding of concepts in the domain of weather changes than the use of static or dynamic visualization alone. However, several alternative conceptions continued to occur in students of three learning conditions after experimental instruction. 3. The combination of static and dynamic visualizations enhanced the science achievement of low spatial ability students. 4. The effects of the students’ cognitive style on science achievement were not significantly different using the various visualizations. 5. Both dynamic visualizations and the combination of static and dynamic visualizations enhanced the science achievement of students having low prior knowledge.