The Effects of the Element-managed Instruction Integrated with the 5E Model on the Learning of Nervous System
|關鍵字:||教學元素管理;5E教學模式;認知負荷;神經傳導途徑;Element-managed Instruction;the 5E instructional model;cognitive load;The nervous system|
The purpose of this study was to explore the effects of the 5E instructional model with Element-managed Instruction on the 7th graders’ learning of the nervous system. This study employed a quasi-experimental design, and the participants were 159 7th graders from six classes in a junior high school. The six classes were assigned into three groups which were taught the nervous system in three different ways, an integration the 5E instructional model with Element-managed Instruction (the experimental group A), a lecture with Element-managed Instruction (the experimental group B), and a lecture with general slides (the control group), respectively. After the course, a post-test and a delayed-test were given to examine the students’ learning outcomes, and the Cognitive Load Questionnaire was also administrated to measure the students’ perceived cognitive load during the class. According to results of one-way ANCOVA (analysis of covariance), there was no significant difference among the three groups in their post-test and delayed-test scores. However, based on the analysis of the students’ responses to the open-ended drawing questions in the delayed test, there was a significant difference among the three groups. In particular, the post-hoc tests showed that the students in the experimental group A scored significantly higher than those in the control group. In addition, no significant difference was found among the three groups in both their perceived intrinsic and external cognitive load of the learning materials and the learning activities based on the results of the one-way ANOVA (analysis of variance). There was, however, a significant difference among the three groups in their perceived germane cognitive load; the students in the experimental group A expressed significantly higher germane cognitive load than those in the control group. The results of this study indicate that the integration of the 5E instructional model with Element-managed Instruction helped learners select and organize the learning materials as well as construct an integrated schema of related concepts.
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