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The Use of Multiple Representations in a Discipline-Integrated Science Lesson On The Web
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, , , National Taiwan Normal University, Taiwan

EdMedia + Innovate Learning, in Honolulu, Hawaii, USA ISBN 978-1-880094-48-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This article presents the development and evaluation of a web-based lesson with multiple representations story-based animations displaying a daily-life situation, and discipline-integrated themes. The quasi-experimental method along with semi-structured interviews was used to investigate the effects of a web-based lesson on science learning at the junior high school level. The total number of participants was 58 including 32 males and 26 females. The statistical results indicated that (a) student conceptual progress reached the significant level (t= 3.84, p<0.00) before and after the experiment, (b) there were significant differences on their conceptual progress in Earth Science Discipline before and after the experiment (t=2.74, p<0.01), (c) students thought the use of MR in Lesson Rainbow, can present the particular theoretical viewpoints and the enough amount of information for their learning.

Citation

Hsu, Y.S., Hwang, F.K. & Chang, Y.T. (2003). The Use of Multiple Representations in a Discipline-Integrated Science Lesson On The Web. In D. Lassner & C. McNaught (Eds.), Proceedings of ED-MEDIA 2003--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1287-1290). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 21, 2019 from .

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