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1
Parsons, Darryl C. "The application of a technique for enhancing recall to improve learning in the science classroom." Thesis, Curtin University, 2007. http://hdl.handle.net/20.500.11937/25.
Full textAbstract:
There has existed for many years a memory enhancement technique ("memory pegs") that although having dramatic demonstrable success in some individual cases has not been generally applied in education. The emergence of constructivist epistemology has emphasised the notion that learning occurs as a result of connecting new material with previously learnt concepts. There is, therefore, the implication that effective learning requires some previous knowledge upon which to attach new concepts - and thus realisation of the importance of learning with respect to acquiring factual information as a prerequisite to learning new processes and/or skills. This issue has focussed my attention on the need to ensure that the more physiological skills of accessing 'memory', both for learning and recall, are optimised for maximum learning. Further, there are some indications that the physiological skills of memory access (storage and retrieval) may respond favourably to training and 'exercise'. This study was designed to find out whether or not a repeated 'exercise' using a simple memory enhancement technique would lead to a determinable and statistically significant increase in overall performance in a range of cognitive skills (as indicated by science and mathematics examination results), whether learning such a technique would affect a student's attitudes towards science, whether there was a relationship between the amount of time spent practicing the technique and the degree of effect, and whether the memory technique did actually improve the ability to recall lists of objects. Although the analysis of data gathered during the course of this study did support an observation that there was a general increase in achievement in assessments, the improvement in results was not dramatic enough to be significant. No effect on attitudes towards science was evident. The data gathered concerning the amount of practice time proved to be insufficient to determine a trend. Within the limitations of the research, the data showed that the ability to remember a list of objects had been significantly improved, there was no clear evidence of transference of this ability to result in improved examination or assessment results.
2
Parsons, Darryl C. "The application of a technique for enhancing recall to improve learning in the science classroom." Curtin University of Technology, Science and Mathematics Education Centre, 2007. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=17778.
Full textAbstract:
There has existed for many years a memory enhancement technique ("memory pegs") that although having dramatic demonstrable success in some individual cases has not been generally applied in education. The emergence of constructivist epistemology has emphasised the notion that learning occurs as a result of connecting new material with previously learnt concepts. There is, therefore, the implication that effective learning requires some previous knowledge upon which to attach new concepts - and thus realisation of the importance of learning with respect to acquiring factual information as a prerequisite to learning new processes and/or skills. This issue has focussed my attention on the need to ensure that the more physiological skills of accessing 'memory', both for learning and recall, are optimised for maximum learning. Further, there are some indications that the physiological skills of memory access (storage and retrieval) may respond favourably to training and 'exercise'. This study was designed to find out whether or not a repeated 'exercise' using a simple memory enhancement technique would lead to a determinable and statistically significant increase in overall performance in a range of cognitive skills (as indicated by science and mathematics examination results), whether learning such a technique would affect a student's attitudes towards science, whether there was a relationship between the amount of time spent practicing the technique and the degree of effect, and whether the memory technique did actually improve the ability to recall lists of objects.
3
Fox, Naoimh Helen Margaret. "An evaluation of a volunteer tutoring programme to improve reading ability in children learning English as an additional language : a randomised controlled trial." Thesis, Queen's University Belfast, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.676469.
Full textAbstract:
Many children experience challenges with learning English as an additional language (EAL) which include; understanding the meaning of words decoding words, reading accuracy and fluency. Research suggests that phonological awareness and alphabet knowledge are the two best predictors of success in learning to read, particularly for a beginner reader of English. Evidence suggests that one:to-one tutoring programmes implemented by volunteer students improve the reading ability of struggling readers. This thesis outlines the design and first ReT evaluation of a one-to-one volunteer tutoring programme aimed to improve the reading and concentration abilities of children aged 5-8 years learning EAL. This evidence-based tutoring programme adopted promising approaches for developing reading in both monolingual and EAL children and was implemented by volunteer undergraduate students over 12 weeks. Eighty-two EAL children with reading difficulties were recruited and individually randomised into either an intervention or control group. An outcome evaluation found no strong evidence that the tutoring programme had an impact across the reading ability and concentration outcomes which may indicate that a manualised approach is unsuitable for all EAL children. Exploratory analysis found no significant effects for gender but significant effects for dosage when reading words accurately and fluently. A process evaluation identified some issues with implementation and fidelity of the programme, attrition and a range of abilities within the sample. This study emphasised the benefits of utilising a mixed-method design in order to explore the full effects of a tutoring programme. Future trials should consider recruiting a larger sample of children and screening to identify the lowest achievers. Moreover, longer intervention programmes that compare different types of volunteer tutors and different lengths of interventions may be useful to assess suitable tutors and the ideal length of one-to-one tutoring programmes.
4
Chen, Yu-ping, and 陳玉萍. "With personalized digital learning to strengthen junior high school students self-learning ability to improve learning outcomes learners." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/54016450140384121392.
Full textAbstract:
碩士<br>國立臺南大學<br>數位學習科技學系碩士班<br>101<br>The purpose of this study is to explore the capacity of junior high school students to learn through personally-digitized methods. Students are given exercises based on their academic achievement and individual learning progress. In order to enhance self-learning ability make learning more effective, handouts given are relevant to learners'' abilities and needs.
In this study, a group of nine junior high school students from a private liberal arts cram school in Tainan was chosen. Qualitative interviews were conducted and the data was analyzed.
Conclusions are as follows:
1. Determine teacher-student interaction and mode of instruction through a personal digital learning environment.
Learners gave high evaluations to the effects of teachers’ teaching attitudes, materials and media on students and fair evaluations to the mode of instruction.
2. The effects of personal digital learning on learning autonomy.
Autonomic learning is lower than other self-learning strategies.
3. Determine learners’ satisfaction of the digital learning environment and the learning effects.
The results of this study were unanticipated. While digital learning was positively valued, the learning disposition of learners was lower than traditional learning methods.
5
Lin, Yi-Wei, and 林奕維. "Using 6E Model on Robot Education to Improve Elementary School Students’ Learning Motivation, Learning Effectiveness and Hands-on Ability." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/dq3bta.
Full textAbstract:
碩士<br>國立臺灣師範大學<br>科技應用與人力資源發展學系<br>105<br>Robot education was an interdisciplinary curriculum, integrated knowledge and skills of electrical, electronic, mechanical, computational, control and other fields. 6E (Engage, Explore, Explain, Engineer, Enrich, Evaluate) model is a student-centered teaching model. The purpose of this model is to strengthen the design and scientific inquiry ability. By combining with the hands-on teaching activities which could integrated theory and practice, enhanced student’s abilities for course content that couldn’t apply. Through hands-on teaching activites and 6E model, provided opportunity for students to enrich their knowledge and evaluate the concept.
The purpose of this study was to design a 6E model of the robot course and explore elementary students’ learning motivation, learning effectiveness and hands-on ability. Through hands-on teaching activites and 6E model, “Crab” was chosen as the course subject, by development the school-based local cultural features. The course included the teaching fields of information technology and living technology. Students not only learned to programming but also assembled robot by themselves, achieved self-oriented learning. The participants were the fifth and sixth graders and the effective sample size was 70. A quasi-experimental design was employed with type of teaching model as the independent variables. While the teaching models included 6E model and traditional teaching model. The dependent variables were learning motivation, lerning effectiveness and hands-on ability. The results show that 6E model in robot education will improve learning motivation, learning effectiveness and hands-on ability.
6
劉夢如. "Using Strike up game to improve arithmetic operation ability in children with mathematical learning disabilities." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/60963459732169023039.
Full textAbstract:
碩士<br>國立臺灣師範大學<br>創造力發展碩士班<br>101<br>This study aimed to explore the efficacy of a mathematical game entitled “Strike up” in assisting students with learning disabilities to grasp the principles of the four mathematical arithmetic operations (addition, subtraction, multiplication, and division). A sixth grade student subject with mathematic learning disability was chosen with a peer from the same class in the present study. The students were subjected to teaching interventions. Based on action research, data on student’s (1) learning self-efficacy, and (2) math-learning anxiety were collected and analyzed through means of interviews, questionnaire and researchers ’observatory records. The results revealed students with increased learning self-efficacy tend to have lower math-learning anxiety, in other words, by adjusting game difficulties, the use of “Strike up” can lead to improved learning outcomes in students with learning disabilities, as well as raising their math learning interests. The results from the present study suggests, the use of game is a suitable media in education, by taking into account the learning progress of different students, and make adjustments accordingly, a better teaching learning outcome can be achieved.
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Kuo, Jui, and 郭睿. "Effects of red mold fermented product to improve memory and learning ability on stroke rats." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/24498554003771983496.
Full textAbstract:
碩士<br>國立臺灣大學<br>生化科技學系<br>102<br>Oxidative stress and apoptosis induced from cerebral stroke-reperfusion are involved in the cerebral stroke and reperfusion processes of impairment. In this research, every male Sprague-Dawley rats accept bilateral common carotid artery occlusion-reperfusion operation to induce memory and learning ability impairment of stroke. We examined the beneficial effects of the extract and secondary metabolite of red mold rice (RMR) in this model. The extract and secondary metabolite of RMR could improve cognitive impairment in behavior tests. We also found that extract and secondary metabolite of RMR reduce the expression of red mold rice glial fibrillary acidic protein (GFAP) which is elevated by stroke. Furthermore, the extract and secondary metabolite of RMR could reduce oxidative stress and apoptosis in rat’s brain. Effects of melatonin, as a contrast agent, was also examined in this research and show no significant improvement. This research shows that by suppressing lipid peroxidation and activating antioxidant enzyme, the extract and secondary metabolite of RMR could reduce oxidative stress and apoptosis and then ameliorates stroke pathology finally. Thus, protects rats against the impairment of memory and learning ability induced by stroke. In addition, these advantageous effects of the extract and secondary metabolite of RMR on stroke are even better than melatonin. This research proves that the extract and secondary metabolite of RMR could protect the brain from stroke and have multifunctional property in stroke treatment.
8
Liu, Yen-Yu, and 劉彥余. "Action Research for Sixth-Grade in Elementary School using Experiential Learning Program to Improve Care Ability." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/07659189473053314989.
Full textAbstract:
碩士<br>國立臺北教育大學<br>生命教育教學碩士學位班<br>103<br>This action research aimed to design an experiential learning program with caring as priority for sixth-grade students, to investigate their care ability, and to explore their further behavior change within this program.
The purposes of this study were summarized below：
1. Put students’ caring as a topic to design an experiential learning program for
sixth-grade students.
2. Evaluate the effects of this program on students’ caring improvement.
3. Interpret teachers’ professional development within this program.
This study focused on the sixth-grade students in the researcher’s class, based on the data of observations, journals, interviewing, student writings, and the analysis of pre-test and post-test from Caring Scales for Elementary School Students by the researcher, to analyze the influence of Experiential Learning Program with Caring as Priority(ELPCP) on sixth-grade students.
The conclusions of this study were summarized below:
1. ELPCP contained five aspects such as Self-acceptance, Tolerance, Empathy, Listening attentively, and Frugal, proceeding in four experiential learning stages.
2. ELPCP inspired students to care for others.
3. ELPCP encouraged students to take more caring actions.
4. The process of engaging in experiential learning program enhanced teachers’ professional knowledge and professional development by analyzing their practice within this program.
Based upon the findings above, some specific recommendations were provided in this study to approach a better experiential learning program for the administrations, teachers, as well as future studies.
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Kuo, Wei-Wen, and 郭維雯. "A Study of Using Board Games to Improve Elementary School Students’ English Reading Ability and Learning Attitudes." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/fr4w7z.
Full textAbstract:
碩士<br>康寧大學<br>應用外語研究所<br>105<br>English reading ability plays an important role of the success of English learning. As we know from many studies that many elementary school students in Taiwan do not meet an ideal standard on English reading ability and learning attitude. On the other hand, a double-peak phenomenon in English learning achievement has existed for many years. Recently, there are more and more teachers using board games on different subjects and a number of studies have shown that using board games in elementary schools can improve students’ learning achievement. Therefore, this study attempted to explore the effects of using board games in an elementary school English program to improve students’ English reading ability and attitudes towards English learning.
The participants were 29 fifth graders from two elementary schools in Tainan City. The experimental group was taught by the integration of using board games for 14 weeks. Four instruments were employed, consisting of instructional materials, an English reading test, a questionnaire of attitude towards English learning, and a questionnaire of students’ responses to board games. Three major findings of the study were as follows:
1.The use of board games in an elementary school English program improved the students’ English reading ability significantly.
2.The use of board games in an elementary school English program enhanced the students’ attitudes towards English learning significantly.
3.Positive responses were displayed to the use of board games in an elementary school English program.
Finally, some pedagogical implications were offered for the future researches.
10
Lai, Yi-Chi, and 賴伊麒. "The Study of Using Concept Map Learning Sheet Improve Sport Critical Thinking Ability on Elementary School Students." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/86091546918998962256.
Full textAbstract:
碩士<br>國立體育大學<br>體育研究所<br>97<br>The purpose of this study was to investigate the effects of using concept-mapping method on sport critical thinking ability for fifth grade students in PE. This study was quasi-experimental design. Sixty-four sixth grade students from an elementary school in Taipei participated in this study. The experimental (n=32) group participated in twenty-four 40-minutes lessons using concept map learning sheet in PE. The comparison (n=32) group participated in twenty-four 40-minutes lessons using tranditional teaching style in PE. All groups completed the “sport critical thinking test” pre-test and post-test. The results from one-way ANOVA and multivariate ANOVA indicated:
1. There were significant improvements of the experimental group in the factors of global critical thinking on “sport critical thinking test” between the pre-test and post-test.
2. There was no significant improvement of the comparison group in the factors of hypothetic identification, deductive, induction, interpretation, appraisement, and global critical thinking on “sport critical thinking test” between the pre-test and post-test.
3. Students participated in the experimental group scored significantly higher than those in the comparison group in the factors of hypothetic identification, deductive and global critical thinking on “sport critical thinking test” in the post-test.
Based on the above conclusion, the researcher provided some suggestions for the future study and teaching.
11
Huang, Hsiu-Mei, and 黃琇每. "Application of Multiple Intelligences Theory to Improve the Creative Thinking Ability of Elementary students with Learning Disabilities." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/71983672519145748942.
Full textAbstract:
碩士<br>國立屏東教育大學<br>特殊教育學系碩士班<br>101<br>Abstract
Action research method is adopted for this study. The application of multiple intelligences theory is used. Furthermore, the process of the implementation, the works of the students and the creative thinking performance are explored in this study. Teaching activities are designed with multiple intelligences teaching program as a framework. The participants in this study are five sixth grade students with learning disabilities who are the researcher’s students. Through teaching, observation, interviews, collecting students’ works, and assessments, the researcher comes up with the following conclusions:
1.As competent promoters, the teachers give the students the passports to enter the creative thinking world. The teachers’ role is to inspire the students with learning disabilities to think creatively. The teachers need to be creative to break the stereotypes of teaching and to adjust or innovate in their teaching methods. Creative thinking environment is constructed. Teaching materials are effectively used to raise students' motivation to learn. The goal is to develop their advantageous intelligence and stimulate their disadvantageous intelligence in order to help them to migrate the advantages of smart features to other learning areas.
2.The learners should be the focus of the teaching so their intelligence and creative thinking can shine. The students’ learning curriculum needs to be designed in accordance with their learning characteristics.
Before, during and after the teaching, the instructors need to consider the starting behaviors and learning background of the students with learning disabilities. With student-centered curriculum, in line with their learning interests and needs, it can really help to develop their competitive intelligence and creativity.
3.The stage is set for students to display their active creative thinking. Teachers should create a lively and open learning environment where teachers and students feel free and safe in this classroom atmosphere to nurture their creative motivation, culture their creative personality, and develop their creative thinking skills and behaviors.
4.Teaching materials resonate with students’ intelligence to play out the symphony. Teaching materials are collected and compiled into a multi-sensory-based material framework, in accordance with the students' learning characteristics, as well as their advantageous intelligences, such as body-kinesthetic, spatial, musical abilities.All the above are supplemented by teachers’ intelligence edges such as body movements, music, introspection and teaching behaviors emphasizing expression, intonation, demonstration, and positive feedback. The goal is to assist students in creative thinking with the balance of teaching materials and students’ intelligence.
5.Cooperative learning helps to create a variety of intelligent and interactive thinking abilities. From the teaching process and the students’ works, it is found that during peer interaction and cooperative learning, students with better intelligence can arouse less advantaged to think better, making a variety of intelligent interaction to meet the challenge of the task to obtain the successful experience. The disadvantaged students then have greater confidence, so they can encourage each other to be more creative.
Keywords：multiple intelligences, learning disabilities,creative thinking
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Chang, Shih-Ling, and 張詩羚. "Incorporating Picture Books in English Teaching to Improve Junior High School Students’ English Learning Motivation and Reading Ability." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/69989213103710219336.
Full textAbstract:
碩士<br>國立臺灣師範大學<br>教育學系<br>105<br>This study aimed to incorporate interesting picture books into English teaching to improve students’ learning motivation and the ability of reading comprehension. An action research method was used in this study, through the action research process of “plan-act-observe-reflect”, the researcher consistently reflected and adjusted teaching method suitable for students. The participants in this study were nineteen the seventh graders of the researcher’s school. The total instruction lasted for ten weeks. To further understand student’s attitude and ability toward English learning, the participants were assigned to take reading comprehension pre-test and the questionnaire of English learning motivation before the instruction. During the instruction, students were taught to utilize the strategy of reading including predicting, scanning, and skimming. The researcher used the collection of ELI Readers Stage 1 Granny Fixit as teaching material, and the classes were carried out with a routine; “Class Reading- Group Reading- Group Activity- Self Reading- Self Understanding Checking” to improve students’ reading comprehension and enhance their interest and motivation through English learning. The researcher then investigated students’ motivation and reading comprehension ability change before and after the instruction through classroom observation, researcher’s reflections, video tapes, students’ feedback and interviews, English learning motivation questionnaire, and reading proficiency test.
The results of the study are as follows:
1. Picture books can effectively motivate students’ English learning motivation and attitude.
2. Picture books can enhance students’ performance of reading comprehension.
3. Compared with English advanced learners, picture books have more learning effect on English low-achievers, no matter on learning motivation or reading comprehension ability.
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Canelhas, Jorge Miguel Silvestre. "Analysis of the use of repulsors to improve generalization ability in genetic programming : an application to symbolic regression problems." Master's thesis, 2018. http://hdl.handle.net/10362/28931.
Full textAbstract:
Dissertation presented as the partial requirement for obtaining a Master's degree in Information Management, specialization in Information Systems and Technologies Management<br>Genetic Algorithms are bio-inspired metaheuristics that solve optimization problems; they are evolutionary algorithms that mimic the biological processes of evolution and natural selection to evolve solutions to a given problem. Genetic programming consists of the creation of programs employing GAs to evolve them. In both GA and GP, the algorithm starts with a random solution to a problem that is improved generation after generation building it on the positive traits of the previous generation and discarding traits that do not improve the solution.
Repulsors consist of giving the learning algorithm some prior knowledge on the outcome of previous generations on a test set, to try to replace solutions that performed poorly on the data set with better ones.
This thesis aims to test and document if the use of repulsors can change the behavior of GP, improve its learning rate and reduce overfitting thus also improving the generalization abilities?
Overfitting is a problem in many machine learning algorithms, genetic programming (GP) is also affected by it, one of the objectives of this dissertation is to assess if overfitting can be reduced by using knowledge on the prior behavior of programs generated by GP on a validation data set, and, applying this knowledge to change the selection phase penalizing solutions similar to those that generalized poorly before. These poorly performing solutions will be called repulsors and are the main topic of this dissertation.
We developed a program that implemented standard and repulsor based genetic programming. The program was then executed several times over some datasets and collect the results. Finally, the results were compared, and conclusions were taken.
The results indicate that the use of repulsors produces better results on the training set and in the test set, this leads us to conclude that the use of repulsors has a positive effect on the performance of GP.
The results indicate that the use of repulsors does indeed produce better results. On the training phase, seven out of the nine datasets showed improved algorithm performance when learning. In the test sets, the algorithm presented better generalization ability on five out of nine datasets.
Studies could be extended to the use of multi-objective optimization when selecting individuals, and the extension of the repulsor list to other (independent) runs with the same parameters and dataset.
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許佳齡. "The Improve Effects of Mediated Learning on the Basic Count Ability of Junior High School Students with Resource Room." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/42016474498976863785.
Full textAbstract:
碩士<br>國立彰化師範大學<br>特殊教育學系所<br>99<br>The purpose of this study was to investigate the improve effects of Mediated Learning on the basic count ability of three junior high school students with resource room. A multiple baseline across-subjects design was used, which included baseline, treatment, and maintenance phases. In these phases, we want to know the improve effects of the basic count tests and behavioral rating scale and solve question process analysis .The data collected were analyzed by using visual analysis、solve question process analysis and learning perform record.
The results of this study were as follows:
1. The students with mediated learning was successful in
increasing the basic count ability test.
2. The students with mediated learning was successful in
increasing each type of the basic count ability test.
3. The students with mediated learning was successful in
increasing learning behavior.
4. The students with mediated learning was successful in
increasing solve question process analysis.
15
Lin, Yung-Hsin, and 林泳鋅. "An Action Research Using Self-Regulated Strategy Development to Improve Composition Ability through Pictures for Students with Learning Disabilities." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/75349310472622510659.
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Mei-Hui, He, and 何美慧. "The Effects of English Picture Books of Predictable Stories teaching to Improve English Ability and Learning Motivation of Elementary Students." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/07676236205051491109.
Full textAbstract:
碩士<br>樹德科技大學<br>兒童與家庭服務系<br>103<br>The purpose of this study was to understand the influence of the English picture books of predictable stories teaching for improving the elementary students English Ability, which includes the different teaching groups and sex effects. The subjects were 57 pupils in Xinxin Elementary School (a pseudonym) ─a public elementary school, in Kaohsiung. Two classes were randomly assigned to the experimental group and the control group. According to the Quasi-experimental research method, through the expert validity, we chose fifteen English picture books of predictable stories for the experimental group students and performed a 12-week-teaching.Quantitative research tools include “Basic English proficiency assessment scale” and “English learning motivation questionnaire”. The researcher designed the “feedback questionnaire of English picture books teaching” and “Instructional Materials Motivational Scale（IMMS）” and interviews to processed the percentage and qualitative analysis. The test data before and after the teaching were statistically analyses by SPSS 12.0 for Windows. After teaching the data by descriptive statistic, single-factor ANOVA and two-factor ANOVA, Some conclusions are as follows：
In the students English ability filed: there were significant differences between 2 groups. This indicates that the English picture books of predictable stories teaching have the overall effect on improving the English ability of elementary students. In the students English motivation filed: there were significant differences in five dimensions: "Intrinsic motivation", "instrumental", "self-efficacy", "belief system of control" and "test anxiety". This also indicates that the English picture books of predictable stories teaching have the overall effect on improving the English motivation of elementary students. Especially, we observe that boys have significant improvements in English motivation.
As a result students not only represent that they like and agree the way of English picture books of predictable stories teaching, but also get positive learning effect. Finally, based on the result of this research, we propose some suggestions for the school administrator, the teachers and the future researchers.
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Chuang, Wei-An, and 莊惟安. "Interactive Technology in Digital Game-Based Learning: An Approach to Improve High School Female Students’ Ability of Graphic Organization and Understanding." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/akv333.
Full textAbstract:
碩士<br>國立臺北科技大學<br>互動媒體設計研究所<br>100<br>ntegrating “gestalt psychology” into digital games’ graphic organizers, this study uses interactive technology in digital games to encourage female students in high school’s science learning. 323 first year students from Taipei Municipal Zhongshan Girls High School are experimented through questionnaire for understanding their graphic organizers in digital games and more understanding for relationship among contents, using attitudes and learning effectiveness in digital games. The result shows that most of female students in high school accept digital game-based learning style; moreover, they can understand and apply “gestalt psychology” to organize images and graphics.
According to learning effectiveness of graphic organizers, students are good at using continuity and similarity in organization, which is corresponds to literature reviews. Interviews show that the first step for most of students is to set down the background for graphic organizers, which can be assumed that female is used to obey others owing to our surrounding. We conclude that there is relevance between female preferences to design, using attitudes and technology acceptance. If students are female in high school, teachers could use situated learning in teaching or to break their normal way of thinking such as graphic organizers. Female students are supposed to develop their different methods in organizing instead of using what they are good at.
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Wu, Yi-Hua, and 吳怡樺. "The Action Research of Using English Song-Teaching Instruction to Improve English Vocabulary Ability and English Learning Attitude for Elementary Students." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/g8kzc4.
Full textAbstract:
碩士<br>國立臺中教育大學<br>教師專業碩士學位學程<br>103<br>Abstract
The purpose of this study is to explore whether elementary students improve their English vocabulary ability and English learning attitude by receiving courses applying English song-teaching instruction. Besides, the researcher reflected the difficulties she encountered and found the solutions during the whole research process. This study adopted action research method, and 21 fifth-grade students from an elementary school in Taipei city participated in this study. The researcher had carried out 24 English song-teaching courses for 12 weeks.
Students were first tested their English vocabulary ability and English learning attitude before the English song-teaching session, and they were tested again after the completion of the teaching session to determine the effects. Therefore, data collection included qualitative data and quantitative data. Qualitative data included classroom observation, opinions from critical friends, students’ feedback, and interviews; quantitative data were collected through pre- and post- English vocabulary ability test and English learning attitude scale, which were analyzed with statistic method.
The results show that English song-teaching instruction improved fifth-grade students’ English vocabulary ability, and their English learning attitude. Based on the conclusions of this study, suggestions are provided for the teaching and further research as reference.
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Hsiao-Ting, Chen, and 陳筱婷. "Using Fraction Number Sense Digital Game-based Teaching Materials to Improve Fractional Number Sense Ability and Learning Motivation of Sixth Graders." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/81431063757884173132.
Full textAbstract:
碩士<br>國立臺中教育大學<br>教育測驗統計研究所<br>101<br>The purpose of study was to assess the effects on fraction number sense ability and learning motivation of sixth graders by two different teaching models: “fractional number sense digital game-based teaching materials” and “traditional fraction number sense working sheets.”
Hence, the researcher designed fractional number sense digital teaching materials based on five dimensions of number sense to assist teachers teaching in experiment group. The working sheets, based on same material content, were used in control group.
The assessment was based on an quasi-experimental design. Subjects were selected from two public elementary schools in Taichung city. The experiment group was two classes of sixth graders (n = 47), and control group was consisted of the other two different classes (n = 49).
The control and experiment groups were carried out fractional number sense test and mathematical learning motivation scale test before teaching. After three classes of teaching, the parallel tests were conducted again. The data were analyzed by description statistics, one way ANCOVA, and Johnson – Neyman method.
By comparing the performance from the experiment group and the control group, the conclusions were obtained as follows:
1. Based on performances of the experimental group in exercises of each game, the students in the "domino challenge game" and "sparklers game" got better scores, and two games were designed to assess three dimensions of number sense: "understanding the relative effect of operations on fraction", "recognizing the magnitude of fraction." and " ability to represent fraction in multiple ways."
2. After teaching with fractional number sense digital teaching materials, the average score(17.597) of the experiment group in fractional number sense test was significantly better than that of the control group(16.244).
3. Instruction with fractional number sense digital game-based teaching materials were more effective than instruction with traditional fraction number sense working sheets on “understanding the relative effect of operations on fraction” and “ability to represent fraction in multiple ways.”
4. After teaching with fractional number sense digital teaching materials, the average score (82.439) of the experiment group in mathematical learning motivation scale is better than that of the control group(79.130), although the difference is not significant.
5. In the experimental group, no matter fractional number sense or mathematical learning motivation, students with different genders are all progressive significant, but there were no significant.
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Chang, Kuang-Yao, and 張光曜. "Monascus purpureus NTU 568 fermented red mold dioscorea improves memory and learning ability in aluminum-induced Alzheimer''s disease rat." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/04544863119880660858.
Full textAbstract:
碩士<br>國立臺灣大學<br>生化科技學系<br>102<br>Oxidative stress and neuroinflammation induced from accumulation of amyloid β (Aβ) and phosphorylated tau protein (p-tau) are the main causes of Alzheimer’s disease (AD). In this study, aluminum chloride is administered daily to male Sprague-Daw1ey rats via oral gavage to induce AD pathology and degeneration of memory and learning ability. We examined the beneficial effects of Monascus purpureus fermented product (red mold dioscorea, RMD) in this model. First, RMD mitigated cognitive impairment in behavior tests of this study. We then found that RMD restored AD pathology in brain induced by aluminum, including accumulation of Aβ and p-tau, increased amyloid precursor protein (APP) levels, elevated acetylcholinesterase (AChE) activity, and biomarker changed in cerebrospinal fluid (CSF). Furthermore, RMD could reduce oxidative stress and inflammation in rat’s brain. Effects of Aricept, an approved drug for AD, was also examined in this study and showed no significant improvement. Through examining serum biochemical index and tissue of liver and kidney, RMD had no adverse effect on rats in whichever doses. This study shows that by suppressing free radical generation and activating antioxidant enzyme, RMD can reduce oxidative stress and inflammation and then ameliorates AD pathology. Thus, protects rats against aluminum-induced memory and learning ability deficit. In addition, these advantageous effects of RMD on AD are even better than Aricept’s. The protective effect of AD and multifunctional property of RMD makes it a potential candidate in AD treatment and preventive healthcare.
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Chang, Huai-Jen, and 張懷仁. "The Research of Creative Linguistic Activities to Improve Children’s Vocabulary Understanding, Ability of Oral Expression and Attitude of Language Learning for Preschool Children." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/59809629084518859711.
Full textAbstract:
碩士<br>樹德科技大學<br>兒童與家庭服務系<br>103<br>This study aimed to examine the effect of creative linguistic activities on children’s language comprehension, oral expression, and learning attitude toward language. The main research subjects, kindergarten who were above four-year old (include four-year old), were recruited from Hsin-Hsin (alias) Kindergarten in Kaohsiung City. A total of 39 kindergarten were randomly selected into either experimental group or control group, in order to conduct a quasi-experimental research.
The study adopted nonequivalent control group design of the quasi-experimental research. The experimental group was treated with creative linguistic activities and the control group was given normal linguistic activities. After 12 weeks of different teaching treatments, two groups were compared to evaluate children’s language comprehension and oral expression. Two-way ANCOVA was used to analyze the differences between different groups and genders.
The main results are as follows:
(1)Vocabulary Comprehension
There was no significant difference on language comprehension between experimental group and control group. However, there was a moderating effect between different groups and different genders, in which female kindergarteners in experimental group were better than those in control group.
(2)Oral Expression
There was no significant difference on oral expression between experimental group and control group. And there was no significant moderating effect between different groups and different genders.
(3)Attitude of Language Learning
Positive learning attitudes were observed in most kindergarten whom were given creative linguistic activities.
Based on the results, the researcher suggests education institutions to frame relevant teacher education training courses, kindergartens to establish appropriate teaching approaches, and teachers to improve on creative linguistic activities.
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HUANG, I.-HSUAN, and 黃苡瑄. "An Action Research on Learning Motivation and Learning Effectiveness of Using the Strategies of Remedial Instruction to Improve the students of Grade 8 with Underachievers Ability in ** Senior High School in Taichung." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/7h8ugs.
Full textAbstract:
碩士<br>中臺科技大學<br>文教事業經營研究所<br>107<br>The main purpose of this study is on learning motivation and learning effectiveness of exploring the application of the strategies of remedial instruction to improve the students of grade 8 with low achievement in English learning and explore the teaching process and the problems and strategies of responses.
In this study, the last 35% of the students who took the Test of Remedial Instruction in *** Senior High School in Taichung would be chosen to be in the course of the study. Then, the objects of the study are five students finally to be in the 8-week teaching activities of English Remedial Instruction.This study adopts the method of action research to collect the data and information of students in the learning process through observation, interview and document analysis to understand the improvement of the students’English learning motivation and English learning effectiveness.
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Chen, Jyun-Chen, and 陳俊臣. "The development of a cloud-based computing learning system to improve students’ scientific critical thinking ability: A study of a fourth-grade science and technology curriculum." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/dyfra5.
Full textAbstract:
博士<br>國立臺灣師範大學<br>科技應用與人力資源發展學系<br>105<br>Teaching students how to participate in activities that improve scientific critical thinking ability is the purpose of science education. Scientific critical thinking ability in research helps in understanding how to integrate information, make inferences about things, and solve problems. Improving students’ scientific critical thinking ability has received attention worldwide, such as the Program for International Student Assessment, the Partnership for 21st Century Skills, and the Taiwanese Ministry of Education. Much research on science education has contributed to developing critical thinking competence indicators, assessment tools, and curricula. This study was based on the findings of previous studies, particularly the prediction-observation-explanation (POE) inquiry learning model, which aims at helping students understand core scientific problems step by step through self-explanation to correct misconceptions and to improve their scientific critical thinking ability. This study used the POE inquiry learning model to develop a learning method to improve students’ scientific critical thinking ability. The Repertory Grid Technique and the Collaborative Learning Strategy were assimilated into the POE inquiry learning process to strengthen the students’ learning effect. A cloud-based computing system and smart classroom were used to present real science situations to help students solve problems and improve their scientific critical thinking ability. A quasi-experimental method was used, and there were three experiments in this study. The first experiment was conducted for five weeks with 125 fourth grade students. The result showed that using the POE inquiry learning model improved students’ scientific critical thinking ability. Moreover, the Repertory Grid Technique (or the Collaborative Learning Strategy) could reinforce the effect of POE inquiry learning model. The second experiment was conducted for twenty weeks with 266 participates. The result proved the finding of the first experiment. Moreover, the results showed that using the POE inquiry learning model, the Repertory Grid Technique, and the Collaborative Learning Strategy improved students’ scientific critical thinking ability. The third experiment was conducted for twenty weeks with 666 participates. The result proved the finding of the second experiment. Finally, from the whole experimental process, the result showed that the Repertory Grid Technique helped students to integrate basic knowledge in the POE inquiry learning process so they could avoid learning difficulties caused by a lack of or incorrect knowledge, while the Collaborative Learning Strategy helped students to discuss and cooperate as a group to avoid learning difficulties caused by self-qualification.
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Chen, Po-An, and 陳柏安. "Effect of Lactobacillus paracasei subsp. paracasei NTU 101 powder to improve memory and learning ability on stroke rats induced by bilateral common carotid artery occlusion-reperfusion." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/39361753740718336097.
Full textAbstract:
碩士<br>國立臺灣大學<br>生化科技學系<br>104<br>Cerebral stroke reperfusion caused brain injury including a large number of free radicals generated in the brain caused by oxidative stress damage, energy imbalance, inflammation and apoptosis. Many papers previously mentioned that lactic acid bacteria (LAB) can reduce oxidative stress, inflammation and other effects. On the other hand, in recent years, probiotics affecting cognitive function of the brain through the brain-gut axis indirectly have been reported. This study investigated whether the Lactobacillus paracasei subsp. paracasei NTU 101 improves learning and memory and reduces brain inflammation in stroke rat. In this research, all male Sprague-Dawley rats accept bilateral common carotid artery occlusion-reperfusion (BCCAO) operation to induce memory and learning ability impairment of stroke. This animal model leaded to learning and memory impairment and a serious inflammation of the brain, while NTU 101 administration improved cognitive impairment. Additionally, NTU 101 inhibited astrocytes and microglia activation, therefore reduced proinflammatory cytokines including tumor necrosis factor (TNF)-α, interleukin (IL)-6, IL-1β and nitric oxide (NO). Moreover, the expression of inflammatory-related proteins inducible nitric oxide synthase (iNOS), NF-κB and protein of MAPKs signaling pathway were decreased in NTU 101-treated groups. In summary, administration of NTU 101 can against the impairment of memory and learning ability induced by stroke via ameliorating inflammation.