Computer-assisted instruction + ? = Earth Science learning outcomes: Three case studies

研究成果: 書貢獻/報告類型會議論文篇章

摘要

This paper summarizes three companion computer-assisted instruction (CAI) case studies in a series for the last several years. These studies were designed to investigate a various of impacts of an Earth Science Computer-Assisted Tutorial (ESCAT), developed by the research team, on students' Earth science achievement and their attitudes toward Earth Science in senior high schools. The pretest-posttest control-group experimental design was adopted by all the three studies. Quantitative data were collected on students' pre- and post-treatment achievement and attitudes toward Earth Science measures. The multivariate analysis of covariance (MANCOVA) and analysis of covariance (ANCOVA) revealed that (a) the ESCAT has promise; (b) the "problem-solving" design of ESCAT is generally better than the "nonproblem-solving" design of the ESCAT; and (c) the "teacher-directed" ESCAT seems to produce statistically greater student gains than the "student-controlled" ESCAT. These findings suggested that instruction, such as the ESCAT should be more broadly developed and widely employed in the secondary Earth Science classrooms.

原文英語
主出版物標題Proceedings - International Conference on Computers in Education, ICCE 2002
發行者Institute of Electrical and Electronics Engineers Inc.
頁面1365-1366
頁數2
ISBN(電子)0769515096, 9780769515090
DOIs
出版狀態已發佈 - 2002 一月 1
事件International Conference on Computers in Education, ICCE 2002 - Auckland, 新西兰
持續時間: 2002 十二月 32002 十二月 6

出版系列

名字Proceedings - International Conference on Computers in Education, ICCE 2002

其他

其他International Conference on Computers in Education, ICCE 2002
國家/地區新西兰
城市Auckland
期間2002/12/032002/12/06

ASJC Scopus subject areas

  • 電腦網路與通信
  • 電腦科學應用
  • 教育

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