The impact of visualization forms, spatial ability, cognitive style, and prior knowledge on fifth grade students’ science learning
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 pri...
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ndltd-TW-105NTHU54760092019-05-15T23:53:46Z http://ndltd.ncl.edu.tw/handle/d7svhd The impact of visualization forms, spatial ability, cognitive style, and prior knowledge on fifth grade students’ science learning 探討視覺表徵形式、空間能力、認知風格和先前知識對國小五年級學生科學學習的影響 Chen, Liang-Ren 陳亮仁 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. Wang, Tzu-Ling 王姿陵 2017 學位論文 ; thesis 65 zh-TW |
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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.
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Wang, Tzu-Ling |
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Wang, Tzu-Ling Chen, Liang-Ren 陳亮仁 |
author |
Chen, Liang-Ren 陳亮仁 |
spellingShingle |
Chen, Liang-Ren 陳亮仁 The impact of visualization forms, spatial ability, cognitive style, and prior knowledge on fifth grade students’ science learning |
author_sort |
Chen, Liang-Ren |
title |
The impact of visualization forms, spatial ability, cognitive style, and prior knowledge on fifth grade students’ science learning |
title_short |
The impact of visualization forms, spatial ability, cognitive style, and prior knowledge on fifth grade students’ science learning |
title_full |
The impact of visualization forms, spatial ability, cognitive style, and prior knowledge on fifth grade students’ science learning |
title_fullStr |
The impact of visualization forms, spatial ability, cognitive style, and prior knowledge on fifth grade students’ science learning |
title_full_unstemmed |
The impact of visualization forms, spatial ability, cognitive style, and prior knowledge on fifth grade students’ science learning |
title_sort |
impact of visualization forms, spatial ability, cognitive style, and prior knowledge on fifth grade students’ science learning |
publishDate |
2017 |
url |
http://ndltd.ncl.edu.tw/handle/d7svhd |
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