The impact of visualization forms, spatial ability, cognitive style, and prior knowledge on fifth grade students’ science learning

• Main Authors: Chen, Liang-Ren, 陳亮仁
• Other Authors: Wang, Tzu-Ling
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/d7svhd

碩士 === 國立清華大學 === 數理教育研究所 === 105 === Abstract The purposes of this study are to explore the effects of static and dynamic visualizations on fifth grade students’ science achievement related to “Combustion and Firefighting”, but also to explore how students’ spatial ability, cognitive style, and prior knowledge moderate the effects. In this study, quasi-experimental research design was adopted. Samples included 103 students taken from four fifth-grade classes in a public elementary school in Hsinchu County. Two classes were assigned to experimental group S – statistic visualization group, and the other two were assigned to experimental group D – dynamic visualization group. Data were collected from three data sources: (a) science achievement test, (b) PMA Spatial Relations Test, (c) The Style of Processing Scale. Data were analyzed using one-way ANCOVA, and independent samples t-test. The results of this study are as follows: 1. In the unit “Combustion and Firefighting”, students in the dynamic visualization context tended to exhibit better science achievement compared to them in the static visualization context. 2. In the static visualization condition, high spatial ability students tended to exhibit better science achievement compared to low spatial ability students. 3. The effects of the students’ cognitive style on science achievement were not significantly different using the various visualizations. 4. In the static visualization condition, high prior knowledge students tended to exhibit better science achievement compared to low prior knowledge students. Keywords: combustion and firefighting, static visualization, dynamic visualization, spatial ability, cognitive style, prior knowledge.