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postgraduate thesis: A study of schema and cognitive models in teaching and learning geometry

TitleA study of schema and cognitive models in teaching and learning geometry
Authors
Issue Date2015
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Hui, S. [許思明]. (2015). A study of schema and cognitive models in teaching and learning geometry. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5703991
AbstractThe aim of this paper is to investigate the role of schema and cognitive models in teaching and learning geometry. Differences in schema structure and problem solving behavior for different ability levels will be analyzed. In this study I will also introduce some instructional design strategies based on the findings. There are three parts in this paper: The pre-test, the instructional design and the post-test. In the pre-test there are two groups of higher secondary school students – high achievers group and low achievers group – participating in a test with different kinds of geometric problem about properties of circle. Questions are designed to test language ability, cognitive loads, problem solving style and generative ability in problem solving. An open-ended question is set to investigate the schema difference for high and low achievers through an analysis by solution path diagram. Results show that high achievers organize their knowledge with structured schema and demonstrate a higher generative ability. In the instructional design part I will present some strategies such as diagram- text integrated teaching to help students overcoming limits of cognitive loads. In the post-test part, low achievers show significant improvements in solving geometric problems after attending the class that is carefully designed with strategies mentioned in the previous part. The effectiveness of instructional design will be evaluated.
DegreeMaster of Education
SubjectGeometry - Study and teaching (Secondary)
Dept/ProgramEducation
Persistent Identifierhttp://hdl.handle.net/10722/223648

 

DC FieldValueLanguage
dc.contributor.authorHui, See-ming-
dc.contributor.author許思明-
dc.date.accessioned2016-03-03T23:17:04Z-
dc.date.available2016-03-03T23:17:04Z-
dc.date.issued2015-
dc.identifier.citationHui, S. [許思明]. (2015). A study of schema and cognitive models in teaching and learning geometry. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5703991-
dc.identifier.urihttp://hdl.handle.net/10722/223648-
dc.description.abstractThe aim of this paper is to investigate the role of schema and cognitive models in teaching and learning geometry. Differences in schema structure and problem solving behavior for different ability levels will be analyzed. In this study I will also introduce some instructional design strategies based on the findings. There are three parts in this paper: The pre-test, the instructional design and the post-test. In the pre-test there are two groups of higher secondary school students – high achievers group and low achievers group – participating in a test with different kinds of geometric problem about properties of circle. Questions are designed to test language ability, cognitive loads, problem solving style and generative ability in problem solving. An open-ended question is set to investigate the schema difference for high and low achievers through an analysis by solution path diagram. Results show that high achievers organize their knowledge with structured schema and demonstrate a higher generative ability. In the instructional design part I will present some strategies such as diagram- text integrated teaching to help students overcoming limits of cognitive loads. In the post-test part, low achievers show significant improvements in solving geometric problems after attending the class that is carefully designed with strategies mentioned in the previous part. The effectiveness of instructional design will be evaluated.-
dc.languageeng-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subject.lcshGeometry - Study and teaching (Secondary)-
dc.titleA study of schema and cognitive models in teaching and learning geometry-
dc.typePG_Thesis-
dc.identifier.hkulb5703991-
dc.description.thesisnameMaster of Education-
dc.description.thesislevelMaster-
dc.description.thesisdisciplineEducation-
dc.description.naturepublished_or_final_version-

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