The effects of Web‐based/non‐Web‐based problem‐solving instruction and high/low achievement on students’ problem‐solving ability and biology achievement
The effects of Web‐based/non‐Web‐based problem‐solving instruction and high/low achievement on students’ problem‐solving ability and biology achievement
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基于网络/非基于网络的问题解决教学和高/低成绩对学生问题解决能力和生物学成绩的影响
DOI：
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发表时间：
2010
期刊：
影响因子：
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通讯作者：
Yumi Lee
中科院分区：
文献类型：
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作者：
Wen;H. She;Yumi Lee
本研究探讨了两个因素：问题解决教学模式（即基于网络的与非基于网络的）和学习成绩水平（即高成就者与低成就者）对学生问题解决能力和生物学成绩的影响。采用准实验设计，其中实验组接受为期六周的基于网络的生物问题解决指导，对照组接受相同内容和相同时间的非基于网络的问题解决指导。在教学前和教学后的两个不同时间间隔，对问题解决和生物学成绩进行了前、后和保留测试。以前测分数作为协变量，MANCOVA的结果以及受保护的单变量F检验表明，基于网络的问题解决教学有可能在很长一段时间内提高和维持学习者的问题解决技能。
This study investigates the effects of two factors: the mode of problem‐solving instruction (i.e. Web‐based versus non‐Web‐based) and the level of academic achievement (i.e. high achievers versus low achievers) on students’ problem‐solving ability and biology achievement. A quasi‐experimental design was used, in which the experimental group received six weeks of Web‐based problem‐solving instruction in biology and the control group received non‐Web‐based problem‐solving instruction for the same content and for the same period of time. Pre‐, post‐ and retention tests of problem‐solving and biology achievement were administered before and at two different time intervals after the instruction. With the pretest scores as a covariate, the results of MANCOVA followed by protected univariate F tests suggest that Web‐based problem‐solving instruction has the potential to enhance and sustain the learner’s problem‐solving skills over an extended period of time.