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題名：從認知心理學探究教科書插圖設計及其教學轉化
書刊名：教科書研究
作者：周珮儀 引用關係
作者(外文)：Chou, Pei-i
出版日期：2015
卷期：8:2
頁次：頁139-174
主題關鍵詞：教科書；插圖；課程轉化；訊息處理理論；認知負荷理論；Textbook；Illustration；Curriculum transformation；Information processing theory；Cognitive load theory
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(0) 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:118
  • 點閱點閱:263
教科書主要包含文字與插圖，然而，以往教科書研究比較關注文字的研究，相對缺乏插圖的研究，特別是涵蓋教科書插圖設計、教學與學習的轉換情形的研究。因此，本研究基於認知心理學的訊息處理理論和認知負荷理論，透過個案觀察、訪談及文件分析，探討國中自然與生活科技教科書插圖設計，分析國中教師對這些插圖的評價和教學轉化情形，以及學生對它們的感受和學習評量表現。研究結果發現：從教科書書面課程、教師施教課程、學生施測課程到經驗課程相互影響，課程轉化正向發展，但系統性的轉化仍不足。因此本研究建議教科書圖文設計應檢視其是否符合認知原理原則；教師應發展促進學生圖文認知處理歷程的教學策略；學生應將插圖視為重要學習工具，發展圖文學習策略；書面課程和施測課程應重視其圖文形式的差異與轉化對學生圖文學習評量表現的影響。
Textbooks consist of text and illustrations, however textbook research tends to be concerned with text, rather than illustrations. To address this situation, the current study utilizes information processing theory and cognitive load theory to explore changes in the design of textbook illustrations and their use in teaching and learning. A case study was employed to collect and analyze data using observations, interviews, checklists, and document analysis. The findings show an interrelationship among the written curriculum, taught curriculum, tested curriculum and experiential curriculum and positive changes in the curriculum. However, there is still more space to reinforce a systematic transformation among different types of curricula; that could improve the quality of textbook design as well as the use of textbook illustrations in teaching and learning. As such, textbook designers should check over textbook illustrations carefully using cognitive process principles. Teachers should monitor the cognitive processes of students for illustration learning and develop appropriate teaching strategies to facilitate it. Students need to view illustrations as important learning tools and to learn how to decode them. Educators should align content and forms of illustrations in tested curriculum with those in written curriculum.
期刊論文
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5.Ametller, J.、Pinto, R.(2002)。Students' reading of innovative images of energy at secondary school level。International Journal of Science Education，24(3)，285-312。  new window
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8.Lee, V. R.(2010)。Adaptations and continuities in the use and design of visual representations in US middle school science textbooks。International Journal of Science Education，32(8)，1099-1126。  new window
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11.Ollerenshaw, A.、Aidman, E.、Kidd, G.(1997)。Is an illustration always worth ten thousand words? Effects of prior knowledge, learning style and multimedia illustrations on text comprehension。International Journal of Instructional Media，24(3)，227-238。  new window
12.Schnotz, W.、Picard, E.、Hron, A.(1993)。How do successful and unsuccessful learners use texts and graphics?。Learning and Instruction，3，181-199。  new window
13.Stull, A. T.、Mayer, R. E.(2007)。Learning by doing versus learning by viewing: Three experimental comparisons of learner-generated versus authorprovided graphic organizers。Journal of Educational Psychology，99(4)，808-820。  new window
14.Subramaniam, K.、Padalkar, S.(2009)。Visualisation and reasoning in explaining the phase of the moon。International Journal of Science Education，31(3)，395-417。  new window
15.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
16.DeLeeuw, K. E.、Mayer, R. E.(2008)。A comparison of three measures of cognitive load: Evidence for separable measures of intrinsic, extraneous, and germane Load。Journal of Educational Psychology，100(1)，223-234。  new window
17.Marcus, N.、Cooper, M.、Sweller, J.(1996)。Understanding instructions。Journal of Educational Psychology，88(1)，49-63。  new window
18.張菀真、辜玉旻(20111100)。國小高、低閱讀能力學童圖文閱讀的理解策略。臺北市立教育大學學報. 教育類，42(2)，93-121。new window  延伸查詢new window
19.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
20.Chandler, Paul、Sweller, John(1991)。Cognitive load theory and the format of instruction。Cognition and Instruction，8(4)，293-332。  new window
21.周珮儀(20051000)。我國教科書研究的分析：1979-2004。課程與教學，8(4)，91-116。new window  延伸查詢new window
22.Mayer, R. E.、Steinhoff, K.、Bower, G.、Mars, R.(1995)。A generative theory of textbook design: Using annotated illustration to foster meaningful learning of science text。Educational Technology Research and Development，43(1)，31-43。  new window
23.Moreno, R.、Mayer, R. E.(2000)。Engaging students in active learning: The case for personalized multimedia messages。Journal of Educational Psychology，92(4)，724-733。  new window
24.Hannus, Matti、Hyönä, Jukka(1999)。Utilization of illustrations during learning of science textbook passages among low-and high-ability children。Contemporary Educational Psychology，24(2)，95-123。  new window
25.林玉雯、黃台珠、劉嘉茹(20100400)。課室學習專注力之研究--量表發展與分析應用。科學教育學刊，18(2)，107-129。new window  延伸查詢new window
26.劉嘉茹、侯依伶(2011)。以眼動追蹤技術探討先備知識對科學圖形理解的影響。教育心理學報，43，227-250。new window  延伸查詢new window
27.張芬芬、陳麗華、楊國揚(20100600)。臺灣九年一貫課程轉化之議題與因應。教科書研究，3(1)，1-40。new window  延伸查詢new window
28.Sweller, John、van Merrienboer, Jeroen J. G.、Paas, Fred G. W. C.(1998)。Cognitive architecture and instructional design。Educational Psychology Review，10(3)，251-296。  new window
29.Miller, George A.(1956)。The Magical Number Seven, Plus or Minus Two: Some Limits on Our Capacity for Processing Information。The Psychological Review，63(2)，81-97。  new window
會議論文
1.Weinbrenner, P.(1992)。Methodologies of textbook analysis used to date。The educational research workshop，(會議日期: 1990/09/11-1990/09/14)。Amsterdam：Lisse：Swets and Zeitlinger B. V.。21-34。  new window
圖書
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2.陳烜之(2006)。認知心理學。臺北市：五南。  延伸查詢new window
3.Glatthorn, A. A.、Boschee, F. A.、Whitehead, B. M.、Boschee, B. F.(2012)。Curriculum leadership: Strategies for development and implementation。SAGE。  new window
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5.Lowe, R.(1989)。Scientific diagrams: How well can students read them? What research says to the science and mathematics teacher。Perth：Key Centre for School Science and Mathematics, Curtin University of Technology.。  new window
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圖書論文
1.Erickson, L.、Pinnegar, S.(2010)。Experienced curriculum。Encyclopedia of curriculum studies。Thousand Oaks, CA：SAGE。  new window
2.Mayer, R. E.(2004)。Designing multimedia technology that supports human learning。The design of instruction and evaluation: Affordances of using media and technology。Mahwah, New Jersey：Lawrence Erlbaum Associates。  new window
3.Sanchez, E.(2009)。Innovative teaching/learning with geotechnologies in secondary education。Education and technology for a better world。Boston, MA：Springer。  new window
4.周佩儀(2003)。教科書研究的現況分析與趨勢展望。教科書之選擇與評鑑。高雄：復文。  延伸查詢new window
 
 
 
 
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