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政大機構典藏 > 商學院 > 資訊管理學系 > 期刊論文 > Item 140.119/82575

Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/82575

Title:	A SCIENCE, TECHNOLOGY, ENGINERING AND MATHEMATICS COURSE WITH COMPUTER-ASSISTED REMEDIAL LEARNING SYSTEM SUPORT FOR VOCATIONAL HIGH SCHOL STUDENTS
Authors:	游禮志 Chang, Shu-Hsuan;Ku, Ai-Chiao;Yu, Li-Chih;Wu, Tsung-Chih;Kuo, Bor-Chen
Contributors:	資管博五
Keywords:	Computer-Assisted Remedial Learning System;hands-on activities;Vocational High School
Date:	2015-11
Issue Date:	2016-03-11 16:52:37 (UTC+8)
Abstract:	One of the significant and distinguishing curriculum characteristics of STEM compared to other subjects domains is hands-on skill development. Hands-on training enables the enhancement of learning because it parallels with the concrete-to-abstract nature of cognitive development, providing additional sources of brain activation via kinaesthetic involvement and elevating students’ motivation and engagement. To bridge the gap between theory and practice, and advance unprepared students’ hands-on skills, this research proposed and implemented an innovative STEM course with the computer-assisted remedial learning system (CARLS) in the vocational high school experience in Taiwan. The effects of STEM course were examined through an experiment with learning performances hypotheses. A total of 32 students in a vocational high school in Taiwan voluntarily participated in this research and a one-group pre-test and post-test pre-experimental design was adopted. The results of this experimental course demonstrated that CARLS is effective and contributed in enhancing students’ knowledge, achievement and hands-on skill performance in this STEM course. Suggestions and implications for STEM education is also made for practitioners and educators.
Relation:	Journal of Baltic Science Education, Vol.14, No.5, pp.641-654
Data Type:	article
Appears in Collections:	[資訊管理學系] 期刊論文

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File	Description	Size	Format
641-654.Chang_JBSE_Vol.14_No.5.pdf		1144Kb	Adobe PDF2	332	View/Open

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