Abstract
This article presents the development and evaluation of a web-based lesson that was developed to enhance situated learning. This research project employs a quasi-experimental method and semi-structured interviews to investigate the effects of web-based learning at the senior high school level. Three classes of second-year students at two senior high schools in Taipei were selected as the participants for this study. The total number of participants was 110 including 49 males and 61 females. The statistical results indicated that (a) student conceptual progress before and after the experiment almost reached the significant level (t = 1.98, p < 0.051), (b) there were significant differences between the conceptual progress of male and female students before and after the experiment (F = 11.48, p < 0.001), and that (c) most students had positive opinions about the web-based lesson. The qualitative data analysis indicated that some students thought that the web-based lesson provided daily-life situations that could promote their learning motivation and help them with knowledge integration. This study highlights the potential of using situated learning as a means to help students construct knowledge in a web-based learning environment.
| Keywords: | situated learning; hypermedia; Web-aided instruction; earth sciences |
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