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首页> 外文期刊>Research journal of applied science, engineering and technology >The Effects of Van Hiele's Phase-Based Instruction Using the Geometer's Sketchpad (GSP) on Students' Levels of Geometric Thinking
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The Effects of Van Hiele's Phase-Based Instruction Using the Geometer's Sketchpad (GSP) on Students' Levels of Geometric Thinking

机译：VAN HIELE基于阶段的阶段 - 基于阶段的相位教学的影响，对学生几何思维学生水平

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The purpose of this study was to test the effectiveness of Van Hiele's phases of learning geometry using the Geometer's Sketchpad (GSP) on students' levels of geometric thinking. This quasi-experiment involved 94 students and two teachers. A total of 47 students were in the control group and the rest were in the treatment group. The students in the treatment group learned Form Two's Transformation topic through the Van Hiele's phases of learning using the GSP, while the students in the control group learned the same topic conventionally. Before the study started, students from both groups were given Van Hiele's Geometry Test (VHGT) to identify their initial levels of geometric thinking. The experiment took place for 6 weeks. At the end of the study, the students in both groups were given the VHGT for the second round to analyse their final levels of geometric thinking. Wilcox on-t test for the design of repeated measurement was used for the data analysis. The results found that the students in both groups showed increment in their post-VHGT as compared to the pre-VHGT. However, the students in the treatment group achieved better levels of geometric thinking compared to the students in control group (t = 34.50, p<0.05). Thus, the Van Hiele's phases of learning geometry can be applied in classrooms in order to help students achieve better level of geometric thinking.
机译：本研究的目的是测试Van Hiele在学生的几何思维水平上使用Geometer Sketchpad（GSP）的学习几何阶段的有效性。这种准实验涉及94名学生和两位老师。在对照组中共有47名学生，其余的是治疗组。治疗组中的学生通过van Hiele的学习阶段学习了两种的转型主题，使用GSP，在控制组中的学生传统学到了同一主题。在研究开始之前，来自两个群体的学生都获得了van Hiele的几何测试（VHGT），以确定其初始几何思维水平。实验发生了6周。在研究结束时，两组的学生被赋予第二轮vhgt来分析他们的几何思维最终水平。 WILCOX对重复测量设计的测试用于数据分析。结果发现，与Pre-VHGT相比，两组的学生在其后VHGT中显示出增量。然而，与对照组的学生相比，治疗组中的学生实现了更好的几何思维水平（T = 34.50，P <0.05）。因此，van Hiele的学习几何阶段可以应用于教室，以帮助学生实现更好的几何思维水平。

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