網路學習社群中的共構面貌：以迷思概念為探針

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Title:	網路學習社群中的共構面貌：以迷思概念為探針
Authors:	祝惠珍;HUI-CHEN CHU
Contributors:	學習與教學研究所
Keywords:	迷思概念;共構學習;科學學習;網路學習社群;討論區分析;online learning communities;misconception;collaborative knowledge construction;group learning
Date:	2005-07-12
Issue Date:	2009-09-22 09:28:17 (UTC+8)
Publisher:	國立中央大學圖書館
Abstract:	對於網路團體學習中所呈現混亂的討論現象，我們並非透過單純檢視討論結果，做為判定學習是否有效的依據。而是透過探尋迷思隱沒、流轉、擴散、凝結的過程，發現學習者協商、取捨、忖踱間，處處充滿複雜的心思。單純的從科學概念的對錯，或是討論過程的結構性去解釋學習，無異是過度簡化網路合作學習的豐富性。本研究正是在這樣的論辯脈絡下，以迷思概念為探針，做為分析的起點工具，在一個491人的網路探究式學習社群中，擷取十個討論小組，採參與典範的理論取向，借助Wenger社會的學習理論、Roth社會實踐取向的科學學習、Hickey對動機理論的翻新，以研究者的親身參與及緊貼閱讀，從社會文化的角度而非認知面的觀點，細察迷思概念在共構學習中賦予了團體學習哪些新的面貌？以迷思概念為探針，本研究發現學員自在地揭露其納藏的迷思概念的想法，卻足以引發豐沛的正向合作共構的活動。社群成員共構的不只是認知面所在意的科學知識，更包括一種在Lain社群生活的意義探詢，展現在促成彼此的投入相互可能、捉摸社群的標準與價值、並透過「隱」與「現」的參與過程，流露出一種成熟的施為與投入姿態，這些安身立命的生活方式的謀定，也正是他們實踐知識的一部份。所以共構學習的面貌--認知面共構的基礎，其實是來自社會文化面的相互豢養。深掘充滿迷思的討論表象下，背後所彰顯的學習意義，進一步能夠重新賦予團體學習中，共構面貌的社會性理解，是本研究的最大旨趣。 The effectiveness of online learning is always emphasized in CSCL (computer supported collaborative learning). Research from an acquisition perspective normally argues that peer collaboration may not be an effective learning environment since peers disseminate misconceptions. The messiness showed in discussion forum is almost everywhere in online learning. However, rather than using rubrics to evaluate the quality or accuracy of group final products, this study analyzed the dynamics of threaded postings generated by group members to illuminate the evolution of misconceptions embedded in these interactions and to explore the meaning of misconceptions from a participation paradigm. In an inquiry-based learning community consisting of 56 groups of high school students, postings from ten group discussion forums were selected and analyzed. This study utilized closing reading and participatory observation to scrutinize the meaning of misconceptions in group knowledge building. Misconceptions are not the representation of deficient acquisition. On the contrary, exploration from this study reveals vividly the engaged participation embarked by these seemingly unproductive dialogues. From this study, I discovered that through sharing misconceptions, group learners are more engaged in productive learning activities such as negotiation, coercion, coordination, trade-off, and so on. It was, therefore, not appropriate to interpret the spread of misconceptions as index of failure for group learning. It was evidenced in this study that sharing these alternative ideas facilitated group learning and knowledge co-construction. Willing to share not-so-sure ideas is an expression of responsibility and a required participation. Through the mutual engagement, the group members became emerged in online community and became a member in the communities of practice. The foundations of cognitive co-construction are indeed built on social-cultural notions of participation. The phenomena of learners’ motivation in online community were also reexamined.
Appears in Collections:	[Graduate Institute of Learning and Instruction] Electronic Thesis & Dissertation

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