| Summary: | 博士 === 國立中正大學 === 教育學研究所 === 107 === A Study of the Influence on the Sixth Graders in Learning the Earth Movement Concept with the Instructional Plan based on Embodied Cognition
Shih Wei-Long
Graduate Institute of Education
National Chung Cheng University
Abstract
Leaning and mind are highly related. The views of academic and educational groups will influence, or even decide the learning environment, material, content, method, evaluation, etc. Embodied cognition holds the concept of extended mind hypothesis, in which indicates that cognitive processes can be categorized into two types: the instant interaction and diachronic circular interaction of environment, body and brain. The former is close to unconscious process and the latter is conscious. The two processes can be coordinated or conflicted. This research is based on the two conflicted concepts of Earth movement, in applying embodied cognition teaching and evaluation to see the conceptual change and generation of meaningful learning.
This research adopts the explanatory design of mixed-methods research, with the implement of equivalent pretest-posttest quasi-experimental design. The experimental group uses Google Earth and double vision globe, and the control group takes traditional instruction and single vision globe. The two-tier diagnostic assessment and a self-made inferential assessment of Earth movement are executed in the pretest and posttest. Taking the gain scores (posttest score minus pretest) to execute the independent sample t tests. The result of the diagnostic test shows that the experimental group scores more than control group, the result presents a significant difference. With regard to the inferential test, the experimental group gains more scores in comparison with the control group. Furthermore, the result presents a significant difference.
Regarding qualitative research, there are three students chosen from experimental group for their evident improvement in the two tests to take semi-structured interviews. At the end two of them appear conceptual change on Ontology. By integrating the quantitative and qualitative data, it is considered that the experimental group students’ misconception scale is changed and learning transfer occurs, which achieves meaningful learning.
Keywords: embodied cognition, extended mind hypothesis,
conceptual change, meaningful learning, double-
view globe
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