不同學習風格的學習者使用情境式營養化學網路輔助教學之學習成效探討

Probing Learning Effectiveness of Different Learning Style Learners Who Use Situated Nutritional Chemistry Web-Assisted Instruction

10.6623/chem.2008033

翁榮源(Zang-Yuan Own)；陳定威(Ding-Uei Chen)

情境學習 ； 營養化學 ； Kolb學習風格 ； Situated learning theory ； Nutritional chemistry ； Kolb’s learning style

化學

66卷4期（2008 / 12 / 01）

339 - 352

繁體中文

研究主要在探討「情境學習」理論融入「營養化學」網路教學環境中，對大學生學習成效與學習滿意度的影響，以及深入分析不同學習風格的學習者在此教學下，對其學習成就的影響。研究結果顯示：1.接受情境式網路教學（實驗組）的學習者，其學習成就優於接受非情境式網路教學（控制組），且達到統計上的顯著性。2.在實驗組內兩種學習風格之學習成就未達顯著差異。顯示情境式網路課程的學習方式會削弱學習風格對學習成就的影響，因此能夠適應學習者的個別差異。3.實驗組學習者對於「情境式營養化學」網路教學滿意度極佳，表示此種學習模式生動活潑，且認為有故事情節的教材，容易聯想到日常生活經驗。

The main purpose of this study is to discuss the learning achievements and learning satisfactions of college students who use situated nutritional chemistry web-assisted instruction to study, and under such a teaching method, its effect on learning achievements by learners with different learning styles was analyzed in depth. The study results showed: 1. The learning achievement of the learners receiving online situated instruction, the experimental group, was better than that of the learners receiving online non-situated education, the control group, and it reached a significant level statistically. 2. Within the experimental group, the learning achievements of the two learning styles did not reach a significant level of difference, which suggested that the way of learning in online situated courses weakened the effect of a learning style on learning achievement, and thus it might be adaptable to the differences among individual learners. 3. In terms of the satisfaction analysis on the learners in the experimental group under this online nutritional chemistry situated instruction, they responded that this mode of learning had been lively and activating, and thought that it had been easy to associate the educational material which consisted storyline with daily life experiences.