Effects of Embedding a Problem-Posing-Based Learning Guiding Strategy into Interactive E-Books on Students' Learning Performance and Higher Order Thinking Tendency

Autor/inn/en	Sung, Han-Yu; Hwang, Gwo-Jen; Chen, Shan-Feng
Titel	Effects of Embedding a Problem-Posing-Based Learning Guiding Strategy into Interactive E-Books on Students' Learning Performance and Higher Order Thinking Tendency
Quelle	In: Interactive Learning Environments, 27 (2019) 3, S.389-401 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2018.1474235
Schlagwörter	Problem Based Learning; Problem Solving; Electronic Publishing; Books; Multimedia Materials; Thinking Skills; Interaction; Elementary School Students; Science Process Skills; Critical Thinking; Learning Motivation; Natural Sciences; Elementary School Science; Grade 4; Foreign Countries; Science Achievement; Cognitive Processes; Difficulty Level; Student Centered Learning; Learning Strategies; Taiwan + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Problemlösen; Elektronisches Publizieren; Book; Buch; Monographie; Monografie; Denkfähigkeit; Interaktion; Kritisches Denken; Motivation for studies; Lernmotivation; Naturwissenschaften; School year 04; 4. Schuljahr; Schuljahr 04; Ausland; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	Owing to the popularity of tablet computers and smart phones, e-books have become an important medium for both formal and informal learning. However, conventional e-books are mainly designed to provide information in the form of multimedia, implying that students spend most of their time memorizing and comprehending what they read from e-books, while seldom engaging in higher order thinking. In this study, a problem-posing framework is proposed for developing an interactive e-book for guiding students to observe and pose questions. An experiment on an elementary school natural science course was conducted to demonstrate the effectiveness of the proposed approach. The participants were 46 fourth-grade students. From the experimental results, it was found that the problem-posing-guiding interactive e-book can significantly improve the students' learning achievements, critical thinking tendency, and deep motive. It was also found that the proposed approach did not increase the students' cognitive load owing to the provision of proper supports during the problem-posing process, which has generally been identified as a challenging task. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01