The Effects of Science Reader Belief and Cognitive Load on High School Students’Earth Science Learning via Mobile Devices

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Project title

Code/計畫編號

NSC102-2511-S019-001

Translated Name/計畫中文名

高中生個人科學閱讀信念與認知負荷在行動載具下地球科學學習之效應

Project Coordinator/計畫主持人

Cheng-Chieh Chang

Funding Organization/主管機關

National Science and Technology Council

Co-Investigator(s)/共同執行人

楊芳瑩

Department/Unit

Teacher Education Center

Website

https://www.grb.gov.tw/search/planDetail?id=2869606

Year

2013

Start date/計畫起

01-01-2013

Expected Completion/計畫迄

31-12-2013

Bugetid/研究經費

500千元

ResearchField/研究領域

科學教育
地球科學

"本研究旨在探討高中生利用行動載具下，科學閱讀信念與圖文媒體下學生認知負荷在地球科學上學習的效應。數位學習隨著網路與媒體資訊的進步，學習介面與方式逐漸改變著未來的教育環境。目前學習方式的發展進入即時性學習（rapid e-Learning）與行動學習（mobile learning），因而電子書也蓬勃發展中。教育部於 2008 年成立「課本及電子學習資源發展專責小組」，研究在學校引入電子課本的可行性。電子書的特性具有圖文、影音與多媒體的功能，易引起學習者的興趣。學習者訊息處理能力與教材呈現方式的配合將有助於提升學習成效。由文獻可知，學習者在多媒體教材呈現時，學習成效的高低受到學習者訊息處理能力與工作記憶能力差異的影響。許多研究結果認為圖、文整合的教材，有助於學習者對於教學內容的記憶與理解，可以提高學習成效，因為不同型態教材同時呈現，可以有效的降低學習者的認知負荷，然而不當的教材設計，反而對學習學習成果有負面的影響，造成過高的認知負荷。Sweller（2003）認為個人工作記憶容量是有限的，若工作記憶負荷過高，學習表現將會下降。由上述可知，教材呈現的方式、學生學習特質及學習環境互動等因素，都會影響學生的學習成效。因此，電子書在教材設計時要考量學習者的認知負荷特質，例如圖文、語音、動畫整合等，避免過多的認知負荷造成學習成效更為低落。本研究的主要目的是探究在行動載具之學習環境下，個人科學閱讀信念與認知負荷地球科學與學習成效間之聯連。因應未來的閱讀工具，本研究以平版電腦為此研究知行動載具環境，本研究將基於 Schraw（2000）所發展的閱讀信念量表，進一步發展中文化的科學閱讀信念量表（Science Reader Belief Belief Inventory， SRBI），並以學生認知負荷量表（Self-rating Measures of Cognitive load， SMCL），來檢視高中生的在使用行動載具時所形成的認知負荷，學習成效則以成就測驗與語意流程來檢視學生的概念獲得與理解。本研究中以不同圖文影音教材媒體來設計課程，電子書的教材分成三類教材文，教材包含科學文本、圖文與影音。研究對象人數為高一學生，人數為三個班級，共約 120 人左右。預期研究結果將可提供教師在使用不同學習情境下、設計與資訊融入科技教學現場上做為參考依據。 "" This study examines high school students’ earth science learning effects, focusing on the influence of science reading beliefs when employing mobile devices and the student cognitive load of integrated image and text media. As digital learning progresses with improvements to the Internet and media information, learning interfaces and methods are gradually modifying the future educational environment. Current learning methods include rapid e-learning and mobile learning. The development of e-books is also thriving. The Ministry of Education established the Ad-Hoc Group for Developing Textbooks and e-Learning Resources in 2008 to examine the feasibility of introducing e-textbooks into the school system. The characteristics of e-textbooks include image and text , audio-visual, and multimedia functions that easily stimulate learner interest. Coordination of learners’ information processing ability and teaching material presentation methods enhances learning effectiveness. Regarding multimedia teaching material presentation, the level of learning effectiveness is influenced by differences in the learner’s information processing ability and working memory. Numerous previous studies have contended that teaching materials with integrated text and images facilitate learners’ memory and comprehension of instructional content, subsequently enhancing learning effectiveness. The simultaneous presentation of various types of teaching materials effectively lowers learners’ cognitive load. By contrast, inappropriate teaching material designs negatively influence learners’ learning effects and achievements, resulting in excessively high cognitive loads. Sweller (2003) contended that an individual’s working memory capacity is limited; therefore, a greater working memory load results in reduced learning performance. This indicates that factors such as teaching material presentation methods, student learning characteristics, and learning environment interactions influence students’ learning effectiveness. Therefore, learners’ cognitive load characteristics , for example, the integration of images and text, audio, and animation, should be considered when designing e-textbook teaching materials to avoid excessive cognitive loads that reduce learning effectiveness. This study employed various image and text and audio-visual teaching materials for course design. The e-textbook teaching material provided three types of articles and was divided into scientific text, integrated text and images, and audio-visual. The research participants were 120 students in their first year of senior high school from three classes. The majority of reading comprehension articles emphasize conventional printed text studies. Considering future reading tools, we used tablet computers as tools for the learners to read scientific articles in the e-textbook. We employed the reading beliefs developed by Schraw (2000) and implemented translation and revision of the Science Reader Belief Inventory (SRBI), and also adopted the Self-Rating Measures of Cognitive Load (SMCL) to examine the connections for high school students’ personal scientific reading beliefs and cognitive loads regarding earth science learning effectiveness conditions when using mobile devices to learn. Learning effectiveness was determined using achievement tests and semantic fl o w m ap s t o ev al u at e s t u d en t i d eas . T h e r es u l t s o f t h i s s t u d y p ro v i d e a reference for teachers within learning environments in which information is incorporated into technology instruction and various learning scenarios are used. "

Keyword(s)

個人科學閱讀信念
行動載具
認知負荷
學習成效
Science Reader Belief
Cognitive Load
Electronic Books
Mobile Devices

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The Effects of Science Reader Belief and Cognitive Load on High School Students’Earth Science Learning via Mobile Devices

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