| Summary: | 碩士 === 國立清華大學 === 數理教育研究所 === 106 === The purpose of this study is to explore the effects of static and dynamic visualizations on third grade elementary school students’ science achievement, conceptual understanding and cognitive load related to “dissolution” and “body and motion of animal”, but also to explore the moderating effect of learning materials on students’ learning performance with two types of visualizations.
The quasi-experimental research was adopted in this study. Participants were a total of 100 third-grade students from four classes in a public elementary school in Hsinchu County. Of the four classes, two classes were assigned to statistic visualization group and two classes were assigned to dynamic visualization group. Research instruments included the achievement tests of “dissolution” and “body and motion of animal”, the two-tier conceptual test of “dissolutin”, the open-ended questions of “body and motion of animal”, and the cognitive load scale. Data analyses included one-way ANCOVA, descriptive statistics, independent-samples t test, and Pearson correlation analysis. The major findings of this study are as follows:
1. In the “dissolution” topic, students in the dynamic visualization context tended to exhibit better science achievement compared to them in the static visualization context. In the “body and motion of animal” topic, there was no significant difference in the science achievement in the most learning tasks between the two groups, but In the “motion of animal” topic, students in the dynamic visualization context had better science achievement compared to them in the static visualization context.
2. In the “dissolution” topic, students in the dynamic visualization context tended to exhibit better conceptual understanding compared to them in the static visualization context. In the “body and motion of animal” topic, there was no significant difference on the conceptual understanding between the two groups.
3. In the “dissolution” topic, students in the static visualization context tended to exhibit higher cognitive load compared to them in the dynamic visualization context. In the “body and motion of animal” topic, there was no significant difference in cognitive load between the two groups.
4. There was a significantly negative correlation between cognitive load and science achievement on the two topics.
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