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A CORRELATIVE STUDY OF CD-ROM PICTURE BOOKS IN CLASSROOMS AND SCHOOL CHILDREN'S FORMATION OF DESCRIPTIVE CONCEPTS.

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Title: A CORRELATIVE STUDY OF CD-ROM PICTURE BOOKS IN CLASSROOMS AND SCHOOL CHILDREN'S FORMATION OF DESCRIPTIVE CONCEPTS.
Authors: Chow-Chin Lu1 luchowch@tea.ntue.edu.tw, Yueh-Yun Chen2 chen7329@gmail.com, Chen-Wei Chen3 awk.chen@gmail.com
Source: International Journal of Science & Mathematics Education. Feb2011, Vol. 9 Issue 1, p47-67. 21p.
Subject Terms: *Picture books for children & education, *Elementary school curriculum, *Primary school teachers, *Education, CD-ROM books, Insects
Geographic Terms: Taiwan
Abstract: The central focus of this study was the development, use and evaluation of CD-ROM picture books in elementary school science teaching. Three CD-ROM picture books based on the Campus Insects unit from the new elementary school science curriculum in Taiwan were developed. A quasi-experimental method was used to compare the use of the CD-ROMs and traditional teaching approaches on student performance. The Reading Comprehension Tests of Insect Curriculum scores of the treatment-group students were significantly better than those of the comparison group with a 1.12 effect size. Students taught through normal means acquired few descriptive concepts of insects and could not use scientific terms to present ideas. However, students taught with CD-ROM picture books acquired middle-level or high-level descriptive concepts and used scientific terms to present ideas. CD-ROM picture books designed in this pattern can attract students' interest in their classes; therefore, we suggest primary school teachers use these books in their science teaching. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Science & Mathematics Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: A CORRELATIVE STUDY OF CD-ROM PICTURE BOOKS IN CLASSROOMS AND SCHOOL CHILDREN'S FORMATION OF DESCRIPTIVE CONCEPTS.
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  Data: *<searchLink fieldCode="DE" term="%22Picture+books+for+children+%26+education%22">Picture books for children & education</searchLink><br />*<searchLink fieldCode="DE" term="%22Elementary+school+curriculum%22">Elementary school curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Primary+school+teachers%22">Primary school teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Education%22">Education</searchLink><br /><searchLink fieldCode="DE" term="%22CD-ROM+books%22">CD-ROM books</searchLink><br /><searchLink fieldCode="DE" term="%22Insects%22">Insects</searchLink>
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  Data: The central focus of this study was the development, use and evaluation of CD-ROM picture books in elementary school science teaching. Three CD-ROM picture books based on the Campus Insects unit from the new elementary school science curriculum in Taiwan were developed. A quasi-experimental method was used to compare the use of the CD-ROMs and traditional teaching approaches on student performance. The Reading Comprehension Tests of Insect Curriculum scores of the treatment-group students were significantly better than those of the comparison group with a 1.12 effect size. Students taught through normal means acquired few descriptive concepts of insects and could not use scientific terms to present ideas. However, students taught with CD-ROM picture books acquired middle-level or high-level descriptive concepts and used scientific terms to present ideas. CD-ROM picture books designed in this pattern can attract students' interest in their classes; therefore, we suggest primary school teachers use these books in their science teaching. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Science & Mathematics Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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