Does computer-assisted instruction + problem solving = improved science outcomes? a pioneer study

Chun Yen Chang*

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

48 引文 斯高帕斯(Scopus)

摘要

The relative effectiveness of a problem-solving-based computer-assisted instruction (PSCAI) and a lecture-Internet-discussion instruction (LIDI) were compared for Taiwan senior high school students' science achievement and attitudes toward science. A pretest-posttest control group experimental design involving 8 classes was used. Experimental-group students (n = 156) received the PSCAI; comparison-group students (n = 138) received the LIDI. Instruments included the Earth Science Achievement Test (C. Y. Chang, 2000) and the Attitudes Toward Earth Science Inventory (C. Y. Chang & S. L. Mao, 1999). A multivariate analysis of covariance suggested that (a) students taught using the PSCAI scored higher but not significantly higher than did students in the LIDI group and (b) there were statistically significant differences in favor of the PSCAI on student attitudes toward the subject matter.

原文英語
頁(從 - 到)143-150
頁數8
期刊Journal of Educational Research
95
發行號3
DOIs
出版狀態已發佈 - 2002

ASJC Scopus subject areas

  • 教育

指紋

深入研究「Does computer-assisted instruction + problem solving = improved science outcomes? a pioneer study」主題。共同形成了獨特的指紋。

引用此