Abstract
The study focused on the effects of the CAL system constructed using cognitive conflict of decimal numbers for the sixth graders. The objects of this study are sixth-grade students from an elementary school in Taipei. The research took a Quasi-experimental approach using pretest-posttest, nonequivalent-group design. The pre-test, post-test and postponed-test were conducted on two groups of students to understand the effects of the system. Students were also interviewed in order to further understand the change of their concepts.
This study found that although most of the sixth graders don’t understand the basic concepts of decimal numbers very well and their misconceptions are similar to those found by other studies, the result of the experiments showed obvious improvement after the pre-test, post-test and postponed-test using the computer-aided learning system. The learning system helped students to obtain a “retaining effect” of decimal concepts. Data from the interviews also indicated that the system, constructed based on cognitive conflict, can help students to clear their misconceptions about decimals numbers.
| Keywords: | decimal misconception; CAL; cognitive conflict; online review system |
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