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http://ir.ncue.edu.tw/ir/handle/987654321/14616
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| 題名: | USING ARCS MODEL TO PROMOTE 11TH GRADERS’MOTIVATION AND ACHIEVEMENT IN LEARNING ABOUT ACIDS AND BASES |
| 作者: | Feng, Sung-Lin;Tuan, Hsiao-Lin |
| 貢獻者: | 科學教育研究所 |
| 關鍵詞: | ARCS instruction;Chemistry learning;Chemistry teaching;Student’s motivation |
| 日期: | 2005
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| 上傳時間: | 2012-11-22T07:44:50Z
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| 出版者: | SpringerLink |
| 摘要: | The purposes of this study are: to apply the ARCS model in designing
an acid and bases unit, and to assess a single class of 11th graders for motivation and
achievement outcomes before and after ARCS instruction. Four essential strategies for
designing motivation instruction in the ARCS model were: Attention, Relevance, Confidence,
and Satisfaction. We used the ARCS model in designing a 10-hour acids and bases
lesson for one class of 11th graders with low interest and motivation in chemistry learning.
Both the Students’ Motivation toward Science Learning questionnaire (SMTSL) (Tuan,
Chin & Shieh, in press) and a teacher-designed achievement test were implemented before
and after instruction. In addition, students’ self-reporting on time engagement in learning
before and during the instruction was also collected. The results of the study indicated
that both students’ motivation and achievement in the acids and bases unit increased significantly
(p < 0.05) after the ARCS instruction. Students’ time engagement during the
ARCS lessons had increased from before. Findings of the study showed that using the
ARCS model to teach acids and bases unit could improve low motivated students’ level of
motivation and achievement. The implications for chemistry teaching will be discussed in
the paper. |
| 關聯: | International Journal of Science and Mathematics Education, 3(3): 463-484 |
| 顯示於類別: | [科學教育研究所] 期刊論文
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