| Summary: | 碩士 === 國立臺北教育大學 === 自然科學教育學系 === 105 === The study aim to explore the effects of multiple teaching in “Animal body and movement” on elementary school student cognitive load, achievement and thinking skills. Expect to help student diversified development by multiple teaching.
Qualitative and quantitative both design was applied in this study. The participants wew from three classes of third graders in a public elementary school in New Taipei city Tamsui Dist. The participants accepted multiple teaching in “Animal body and movement”. Date were collected from four datre source: (a) cognitive load survey, (b) achievement test, (c) technological creativity, (d) learning record. The research findings showed:
1.The result of before and after test shows that students have significant difference in paired-sample T test. The students with multiple teaching were significantly lower in the cognitive load.
2.The result of before and after test shows that students have significant difference in paired-sample T test. The students with multiple teaching were significantly better in the achievement.
3.The result of before and after test shows that students have significant difference in paired-sample T test. The students with multiple teaching were positive in the thinking skills.
4.Most students with multiple teaching could use thinking skills to be a maker.
5.According to the results of the study, the researchers suggested that teachers can use multiple teaching into the science teaching, to help children develop a balanced thinking skills.
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