A Study of Teaching Congruence Properties of Triangles by " Finding the Third Point for a Given Side "
|關鍵字:||三角形全等;認知負荷;多媒體學習;triangles congruent;cognitive load;multimedia learning|
This study compares two teaching contexts – " Finding the Third Point for a Given Side " and " Ruler" – to investigate their effects on students’ learning achievement and perceptions of cognitive load in "SSS", "ASA", "AAS", "SAS "and" RHS " two triangles congruent determine the nature of teaching. Quasi-experimental in design, this study involves 120 participants from 4 8th-grade classes in a junior high school in Hsinchu city. The teaching context of the experimental group was based on " Finding the Third Point for a Given Side " while students in the control group were " Ruler " teaching context. The result was analyzed through two-way ANOVA, with teaching context and achievement level being independent variables and scores in post-test and delayed post-test and cognitive load being the dependent variables. Scores in both post-test and delayed post-test were analyzed as four individual parts, including total scores, the basic knowledge, understanding of concepts, and application of concepts. The participants’ perceptions of cognitive load were measured through cognitive load measurement, while scores of instructional efficiency and instructional involvement were used to synthetically determine their learning achievement and whether the expertise reversal effect had been observed in the high achievers. The results showed that: (1) Total scores, understanding and application of concepts are found to be siginifcant in the post test in the " Finding the Third Point for a Given Side " teaching context; the variable of achievement level had on scores in post test was found to be significant in total scores, basic knowledge, understanding and application of the concept. (2) Judging from the synthesis of instructional efficiency and ii 5 instructional involvement score, participants in the experimental group belonged to learners of high involvement high achievement learning style while participants in the control group were described as learners of low involvement and low achievement learning style. Neither teachin