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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/85665


    Title: The Impact of Mental Model and Navigation Pathway on Learning Performance in Elementary Science CAL
    Authors: 計惠卿;Jih, Hueyching Janice
    Contributors: 淡江大學教育科技學系
    Date: 1996-03-26
    Issue Date: 2013-04-09 11:50:55 (UTC+8)
    Publisher: 臺北縣淡水鎮 : 淡江大學
    Abstract: 引導式發現學習法對於科學教育是相當理想但難以實施的方式,能夠融合教學策略及學科知能的電腦輔助學習CAL 系統,提供引導式發現學習一個可行的實施環境。然而,當學習者面對各種軟體之不同教學策略、學習內容、軟體組織架構、系統功能所產生的認知惶惑與人機互動過程的障礙,導致學習者無法完全運用CAL所提供的豐盛教學機會之遺憾,以致造成不同程度的探索學習歷程,進而影響學習成效D 本研究針對99位學童進行其於角色扮演引導式發現學習CAL 中的個體差異、理解模式、學習歷程、與其學習成效之相關研究o 研究結果顯示學習者之自然科學期成績所代表的先備知識程度可以預測學習成效,符合精熟學習理論。
    One reason for the general failure of interactive courseware to dramatically improve learning may be that learners lack effective mental models (understanding of the interface) as well as exploration or navigation of the content and function of courseware materials. The resulting frustration prohibits learners from taking full advantage of the learning opportunities provided by courseware materials. Since learners have unique knowledge structures based upon their experiences and abilities, the ways that they choose to access, interact, and interrelate information in interactive courseware also very. The researcher made an inventory of learners I exploratory processes and their mental models toward the courseware. Frequency and duration of each nodes in learning pathway were identified and calculated.
    The results of this study support mastery learning theory that the subjects with better science grade score (prerequisite domain knowledge) tended to earn higher performance scores (p<.01).
    Relation: 第五屆國際電腦輔助教學研討會論文集=Proceedings of the Fifth International Conference on Computer Assisted I nstruction, pp.162-169
    Appears in Collections:[教育科技學系暨研究所] 會議論文

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