網路多元學生出題策略對國小學生認知策略與學習成就之影響

Translated title of the contribution: Effects of Online Student Question-Generation with Multiple Procedural Guides on Elementary Students’ Use of Cognitive Strategies and Academic Achievement

Fu-Yun Yu, 賴 奕嬛

Research output: Contribution to journalArticlepeer-review

Abstract

Student question-generation (SQG) procedural guides differ in terms of level of concreteness, demands on cognitive skills and appropriateness for respective instructional units. Because existing studies exclusively examine the effects of individual guides, this study was aimed at aninvestigation oftheeffects ofonline SQG with multiple guides intended to promote elementary students’ use of cognitive strategies and to improve academic performancewhile learning Chinese and science. Aquasi-experimental research method and an onlinelearning system with dynamic scaffolding designs were adopted to support student learning of Chinese and science via the SQG approach. Two fifth-grade classes (N=56) participatedfor eightweeks.Twice per week, in accordancewith the instructors’schedules, students engaged in online SQG or self-study activities in their randomly assigned groups. The results of the analysis of covariance indicatedsignificantdifferences between the two treatment groups in their use of cognitive strategies while learning Chinese and science,withstudents in the SQG group scoringsignificantly higher than those inthe comparison group. However, academic achievement between the two groupsdidnot differ significantly. Suggestions for instructional implementations and future studies are provided.
Translated title of the contributionEffects of Online Student Question-Generation with Multiple Procedural Guides on Elementary Students’ Use of Cognitive Strategies and Academic Achievement
Original languageChinese
Pages (from-to)525-560
JournalJournal of Educational Media and Library Science
Volume51
Issue number4
DOIs
Publication statusPublished - 2014

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