A Study on Information Technology Integrated Guided Iscovery Instruction towards Students' Learning Achievement and Learning Retention

Autor/inn/en	Shieh, Chich-Jen; Yu, Lean
Titel	A Study on Information Technology Integrated Guided Iscovery Instruction towards Students' Learning Achievement and Learning Retention
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 12 (2016) 4, S.833-842 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Foreign Countries; Information Technology; Technology Integration; Discovery Learning; Teaching Methods; Academic Achievement; Retention (Psychology); High School Students; Quasiexperimental Design; Problem Solving; Thinking Skills; Critical Thinking; Experimental Groups; Control Groups; Hypothesis Testing; Regression (Statistics); Correlation; China + Suchen Sie Ihr Suchwort? Ausland; Informationstechnologie; Entdeckendes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; Merkfähigkeit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Problemlösen; Denkfähigkeit; Kritisches Denken; Hypothesenprüfung; Hypothesentest; Regression; Regressionsanalyse; Korrelation
Abstract	In the information explosion era with constant changes of information, educators have promoted various effective learning strategies for students adapting to the complex modern society. The impact and influence of traditional teaching method have information technology integrated modern instruction and science concept learning play an important role. Teaching methods promoted in guided discovery instruction are to cultivate learners' abilities of discovery, exploration, problem-solving and independent thinking, and creation and invention through discovery or creative learning. Students could actively and positively participate in learning and integrate and construct knowledge by themselves. In other words, all knowledge is individually operated and explained, rather than passively acquired. By applying quasi-experimental research with experimental design, 98 students in two classes in Fuzhou No.1 Middle School and Affiliated High School of Fujian Normal University are preceded the 16-week (3 hr per week) experimental teaching research. The research results reveal that (1) Guided discovery instruction would affect learning achievement, (2) guided discovery instruction would influence learning retention, and (3) learning achievement presents significantly positive effects on learning retention. Based on the research results, conclusions and suggestions are proposed at the end of this study, expecting to provide reference and improvement for teachers' teaching method. (As Provided).
Anmerkungen	EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01