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The Use of Multiple Representations in a Web-Based and Situated Learning Environment
PROCEEDINGS

, Department of Earth Sciences, National Taiwan Normal Universit, Taiwan ; , Department of Physics, National Taiwan Normal University, Taiwan

EdMedia + Innovate Learning, in Denver, Colorado, USA ISBN 978-1-880094-45-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This article presents the development and evaluation of a web-based lesson with multiple representations that is developed to cultivate situated learning. The quasi-experimental method along with semi-structured interviews was used to investigate the effects of a web-based lesson on science learning at the senior high school level. The statistical results indicated that (a) student conceptual progress almost reached the significant level (t=1.98, p<0.051) before and after the experiment, (b) there were significant differences between the conceptual progress of male and female students on their conceptual progress before and after the experiment (F=11.48, p<0.001), (c) computer logs also showed that less male students participated in the online discussion than female students did, and that (d) most students had positive opinions about this web-based lesson.

Citation

Hsu, Y.S. & Hwang, F.K. (2002). The Use of Multiple Representations in a Web-Based and Situated Learning Environment. In P. Barker & S. Rebelsky (Eds.), Proceedings of ED-MEDIA 2002--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 816-820). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 16, 2019 from .

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