探討互動式電子白板對於不同認知風格國中學生學習效益之影響—以細胞分裂單元為例

Implementation of Interactive Whiteboard in improving the learning effectiveness of junior high school students with different cognitive styles—A case study of the 'Cell Division' course

隨著資訊通訊技術（Information Communication Technology, ICT）的快速發展，將互動式電子白板（Interactive Whiteboard, IWB）導入傳統課室教學已成為近年來的新興議題。本研究主要在比較IWB融入教學與傳統資訊融入教學的效益，並從認知風格的角度，來探討不同認知風格之學生在IWB融入教學中的學習情形。本研究將IWB融入國中一年級自然與生活科技課程之「細胞分裂」的主題，並採用準實驗研究設計，有效樣本共111人，以IWB融入教學為實驗組，傳統資訊融入教學為對照組，另採用藏圖測驗（Hidden Figures Test, HFT）區分學生之認知風格。經過一週五節課的教學後發現，相較於傳統資訊融入教學組之學生，採用IWB融入教學的學生，具有顯著較佳之學習效益。此外，本研究亦發現，相較於傳統資訊融入教學，IWB融入教學可以讓不同認知風格之學生獲得較為均等的學習效益。

With the rapid development of information and communication technology (ICT), integrating the Interactive Whiteboard (IWB) into traditional classroom teaching has become an important research issue in recent years. This research aims to compare the effectiveness of IWB-integrated instruction with that of traditional ICT-integrated instruction, and to investigate learning effectiveness of students with different cognitive styles in these two learning environments. The IWB was used in the 'Cell Division' course for junior high school seventh graders. This research adopted a quasi-experimental design. One hundred and eleven junior high school seventh graders participated in this research. This research adopted the instrument named 'Hidden Figures Test (HFT)' to categorize students' cognitive styles. After one-week instruction (five classes), this research showed that students receiving IWB-integrated instruction had significantly better learning effectiveness than those receiving traditional ICT-integrated instruction. In addition, the results revealed that in comparison with traditional ICT-integrated instruction, IWB-integrated instruction could make students with different cognitive styles had equal learning effectiveness.