A problem-solving based computer-assisted tutorial for the earth sciences
A problem-solving based computer-assisted tutorial for the earth sciences
复制标题
基于问题解决的地球科学计算机辅助教程
DOI：
10.1046/j.0266-4909.2001.00181.x
复制
发表时间：
2001
影响因子：
5
通讯作者：
Chun
中科院分区：
文献类型：
--
作者：
Chun
本研究旨在探讨以问题解决为基础的电脑辅助教学（PSCAT）对高中十年级学生（16奥尔兹）地球科学成就与态度的影响。共有137名就读于四个地球科学班的学生参加了这个前测/后测控制组实验。实验组接受PSCAT;而对照组接受讲座-互联网-讨论（LID）教学方法。一个多变量分析的协方差后测试成绩的地球科学成就测试和对地球科学的态度清单，与学生的前测试成绩作为协变量，表明PSCAT产生（几乎）显着更大的收益对学生的地球科学成就比LID的方法，并没有统计学上显着的增加或减少学生对地球科学的态度被发现为任何一组。
This study investigated the effects of a Problem-Solving based Computer-Assisted Tutorial (PSCAT) on earth science achievement and attitudes toward earth science of tenth graders (16-year olds) in a senior high school in Taiwan. A total of 137 students who were enrolled in four earth science classes participated in this pre-test/post-test control-group experiment. The experimental groups received the PSCAT; whereas the comparison groups received a Lecture-Internet-Discussion (LID) teaching approach. A multivariate analysis of covariance on the post-test scores of the Earth Science Achievement Test and Attitudes Toward Earth Science Inventory, with students' pre-test scores as the covariates, suggested that PSCAT produced (almost) significantly greater gains on students' earth science achievement than did the LID approach and that no statistically significant increase or decrease in student attitudes toward earth science was found for either group.