TY - JOUR
T1 - Teaching earth sciences
T2 - Should we implement teacher-directed or student-controlled CAI in the secondary classroom?
AU - Chang, Chun Yen
N1 - Funding Information:
The author wishes to thank the National Science Council (NSC) of Taiwan, the Republic of China who has financed this project (grant no. NSC 89–2511-S-003–061). The data presented, the statements made and the views expressed are solely the responsibility of the author. The author gratefully acknowledges the assistance of Chien-Hua Hsiao, Jing-Wen Hsu and Chia-Chu Tung. He would also like to thank the students, teachers and the principal of the National Shi-Hu Senior High School of Chang-Hua Province of Taiwan, who were involved in the series of CAI experimental studies.
PY - 2003/4
Y1 - 2003/4
N2 - While previous studies and meta analyses have primarily focused on the comparative efficacy of computer assisted instruction (CAI) versus traditional instruction, there have been relatively fewer examples of research exploring how various teaching formats of CAI influence student science learning outcomes in the secondary classroom. In this paper this issue is addressed by comparing teacher-directed CAI (TDCAI) and student-controlled CAI (SCCAI) in a compulsory earth science course in a secondary school in Taiwan. Data collection instruments included the Earth Science Achievement Test and the Attitudes Toward Earth Science Inventory. A multivariate analysis of covariance suggested that TDCAI students had significantly higher score gains than SCCAI students on the set of achievement and attitude measures. It is therefore suggested that TDCAI-based instruction is an alternative in teaching basic science concepts in the secondary classroom.
AB - While previous studies and meta analyses have primarily focused on the comparative efficacy of computer assisted instruction (CAI) versus traditional instruction, there have been relatively fewer examples of research exploring how various teaching formats of CAI influence student science learning outcomes in the secondary classroom. In this paper this issue is addressed by comparing teacher-directed CAI (TDCAI) and student-controlled CAI (SCCAI) in a compulsory earth science course in a secondary school in Taiwan. Data collection instruments included the Earth Science Achievement Test and the Attitudes Toward Earth Science Inventory. A multivariate analysis of covariance suggested that TDCAI students had significantly higher score gains than SCCAI students on the set of achievement and attitude measures. It is therefore suggested that TDCAI-based instruction is an alternative in teaching basic science concepts in the secondary classroom.
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U2 - 10.1080/09500690210145701
DO - 10.1080/09500690210145701
M3 - Article
AN - SCOPUS:0344961817
SN - 0950-0693
VL - 25
SP - 427
EP - 438
JO - European Journal of Science Education
JF - European Journal of Science Education
IS - 4
ER -