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題名：探討圖形表徵與視知覺學習偏好對生物辨識學習之影響
書刊名：科學教育學刊
作者：林玉雯／黃台珠／劉嘉茹 引用關係
作者(外文)：Lin, Yu-wen／Huang, Tai-chu／Liu, Chia-ju
出版日期：2010
卷期：18:6
頁次：頁521-546
主題關鍵詞：視知覺學習偏好；圖形表徵；辨識學習；Visual perceptive learning preference；Graphic representations；Recognition learning
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(3) 博士論文(2) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:3
  • 共同引用共同引用:305
  • 點閱點閱:148
本研究旨在探討不同類型的圖形表徵與視知覺學習偏好對生物辨識學習之影響，以求達到促進生物圖形表徵辨識之教學目的。以某醫專三個班級159位學生為研究對象，研究設計共四階段：一、前測：以視知覺學習偏好問卷及血球圖形表徵辨識測驗施測；二、實驗處理：不同班級各別施以真實彩色、描繪黑白及描繪彩色血球圖形表徵的教學；三、後測：以階段一之血球圖形表徵辨識測驗再次施測；四、晤談：針對三個班級高、低分組各取2位(共12位)進行半結構晤談。研究方法為量化、質性並重，量化部分採比較判斷法、相依t考驗、單變項共變數(ANCOVA)及One Way-ANOVA分析。質性部分為考量12位半結構晤談學生的晤談內容與前、後測資料，以建構出圖形表徵辨識歷程。結果顯示：(1)高、低分組學生學習前之視知覺學習偏好分別傾向直覺式和分析式；(2) 3種圖形表徵對於辨識成效均達顯著；(3)高、低分組學生分別傾向循環式和線性之辨識歷程；(4)描繪圖形表徵可以有效改善低學習成效學生的認知負載。本研究亦據此針對教學設計與未來研究提出一些建議。
This study aimed to investigate the effects of graphical representation and preference of visual perceptive learning on learning biological recognition in 159 medical college students from three classes. The study included: Stage 1, administration of a visual perceptive learning preference questionnaire and a recognition test for graphical representations of blood cells; Stage 2, students in different classes studied blood cells using different graphical representations (true color photographs, black-and-white drawings, and color drawings); Stage 3, the same recognition test was re-administered; stage 4, two students from high and low achievement groups in each class were interviewed. Quantitative data were analyzed using the law of comparative judgment, a paired t-test, ANCOVA and one-way ANOVA. Qualitative data were analyzed to infer the recognition process. The results showed: 1) before learning, high and low achievement students demonstrated analytical and intuitive learning preferences, respectively; 2) all three graphical representations significantly enhanced learning, 3) high and low achievement students tended to use circular and linear paths, respectively. Implications for practice and further research are discussed.
期刊論文
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2.Schnotz, W.、Bannert, M.(2003)。Construction and interference in learning from multiple representation。Learning and Instruction，13(2)，141-156。  new window
3.汪曼穎、王林宇(200609)。注意力分配對圖像登錄之影響及其在教學上的應用方向。教育心理學報，38(1)，67-83。new window  延伸查詢new window
4.Gerjets, P.、Scheiter, K.(2003)。Goal configurations and processing strategies as moderators between instructional design and cognitive load: Evidence from hypertext-based instruction。Educational Psychologist，38(1)，33-41。  new window
5.Pozzer-Ardenghi, L.、Roth, W.-M.(2005)。Making sense of photographs。Science Education，89(2)，219-241。  new window
6.Kozhevnikov, Maria、Kosslyn, Stephen、Shephard, Jennifer(2005)。Spatial versus object visualizers: a new characterization of visual cognitive style。Memory and Cognition，33(4)，710-726。  new window
7.康台生、呂靜修(20071000)。視覺、標誌符號與表徵。設計研究學報，1，78-89。new window  延伸查詢new window
8.Cook, M. P.(2006)。Visual representations in science education:The influence of prior knowledge and cognitive load theory on instructional design principles。Science Education，90(6)，1073-1091。  new window
9.許良榮(19960700)。圖形與科學課文學習關係的探討。教育研究資訊，4(4)，121-131。new window  延伸查詢new window
10.Hoffler, T. N.、Leutner, D.(2007)。Instructional animation versus static pictures: A meta-analysis。Learning and Instruction，17，722-738。  new window
11.Vosniadou, S.(1994)。Capturing and modeling the process of conceptual change。Learning and instruction，4(1)，45-69。  new window
12.Schnotz, W.(2002)。Towards an integrated view of learning from text and visual displays。Educational Psychology Review，14(1)，101-120。  new window
13.Weldon, M. S.、Roediger, H. L. III(1987)。Altering retrieval demands reverses the picture superiority effect。Memory & Cognition，15(4)，269-280。  new window
14.Bleich, L., Ledford, S., Orrill, C. H.,、Polly, D.(2006)。An analysis of the use of graphical representation in participants’ solutions。The Mathematics Educator，16(1)，22-34。  new window
15.Hayward, W. G.、Rhodes, G.、Schwaninger, A.(2008)。An own-race advantage for components as well as configurations in face recognition。Cognition，106(2)，1017-1027。  new window
16.Hill, R. J.(1953)。A note on inconsistency in paired comparison judgements。American Sociological Review，18(5)，564-566。  new window
17.Larkin, J. H.,、Simon, H. A.(1987)。Why a diagram is (sometimes) worth ten thousand words。Cognitive Science，11(1)，65-100。  new window
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20.Roth, W. -M.(2004)。Cognitive phenomenology:Marriage of phenomenology and cognitive science。Forum Qualitative Sozialforschung/Forum: Qualitative Social Research，5(3)。  new window
21.Sternberg, S.(1969)。Memory-scanning: Mental processes revealed by reaction-time experiments。American Scientist，57(4)，421-457。  new window
22.Tanaka, J. W., Curran, T.,、Sheinberg, D.L.(2005)。The training and transfer of real world perceptual expertise。Psychological Science，16(2)，145-151。  new window
會議論文
1.Lin, Y. W.、Liu, C. J.、Huang, T. C.(200807)。Explore students' recognition process in graphical representations of biological concepts。39th Conference of the Australasian Science Education Research Association。Brisbane, Australia。  new window
2.林玉雯、劉嘉茹、黃台珠(2007)。生物圖形表徵的辨識與意義建構之初探──原住民與一般學生之差異。臺東市。  延伸查詢new window
3.Lin, Y. W., Liu, C. J.,、Huang, T. C.(2008)。The development of the blood-cell cognition test and its related study: Analyzed with IRT。Kaohsiung, Taiwan。  new window
研究報告
1.耿正屏(1991)。我國國中學生生物科概念的發展（生物體內物質的運輸）（I）。彰化市。  延伸查詢new window
學位論文
1.林淑菁(2002)。國小資源班學生正整數乘除文字題之圖示教學效果研究--以台北市一國小為例(碩士論文)。國立台北師範學院。  延伸查詢new window
圖書
1.吳裕益(2007)。心理與教育統計學。臺北：雙葉。  延伸查詢new window
2.Payne, D. G.、Wenger, M. J.(1998)。Cognitive psychology。New York：Houghton Mifflin。  new window
3.吳明隆(2005)。SPSS統計應用實務。臺北市：松崗。  延伸查詢new window
4.Alessi, S. M.、Trollip, S. R.(1991)。Computer-based instruction: Methods and development。Englewood Cliffs：Pearson Allyn & Bacon。  new window
5.Mckim, R. H.(1980)。Experiences in visual thinking。Monterey, CA：Brook/Cole Press。  new window
6.劉立行、沈文英(2001)。視覺傳播。台北縣：國立空中大學。  延伸查詢new window
7.Arnheim, Rudolf(1969)。Visual Thinking。Berkeley：Los Angeles：California, CA：University of California Press。  new window
8.Cohen, J.(1988)。Statistical power and analysis for the behavioral sciences。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
9.張春興(2003)。心理學原理。東華書局。  延伸查詢new window
10.鄭麗玉(2009)。認知心理學--理論與應用。臺北：五南圖書公司。  延伸查詢new window
11.Bruner, Jerome S.(1960)。The process of education。New York, NY：Vintage Books。  new window
12.Gregory, Richard L.、瞿錦春、張芬芬(2006)。視覺心理學。台北：五南出版社。  延伸查詢new window
13.Paivio, Allan(1986)。Mental representations: A dual coding approach。Oxford University Press。  new window
14.鄭昭明(2004)。認知心理學：理論與實踐。桂冠。new window  延伸查詢new window
15.Thurstone, L. L.(1938)。Primary mental abilities。University of Chicago Press。  new window
16.Rosenthal, Robert(1991)。Meta-analytic procedures for social research。Sage Publications。  new window
17.劉又彰、葉富雅、許錦龍、鄭成、林怡礽、王翠霞等(2007)。新編生物學。臺北市。  延伸查詢new window
18.Roth, W. -M., Pozzer-Ardenghi, L.,、Han,J. Y.(2005)。Photographs in biology texts。Critical graphicacy: Understanding visual representation practices in school science。Dordrecht, Netherlands。  new window
19.Weidenmann, B.(1989)。When good pictures fail: An information-processing approach to the effect of illustrations。Knowledge acquisition from text and pictures。Oxford, UK。  new window
圖書論文
1.Hegarty, M.、Just, M. A.(1989)。Understanding machines from text and diagrams。Knowledge acquisition from text and picture。New York：North Holland。  new window
 
 
 
 
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