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    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/48373


    Title: 網頁式科學探究評量實驗編輯系統之研製;Design and Implementation of a Web-Based Authoring System to support Scientific Inquiry Assessment Experiments
    Authors: 鄭嘉凱;Chia-Kai Cheng
    Contributors: 資訊工程學系碩士在職專班
    Keywords: 網頁式編輯系統;互動式評量實驗;科學探究;物件導向設計;規則式控制;interactive assessment experiment;scientific inquiry;rule-based control;object-oriented design;web-based authoring systems
    Date: 2011-07-26
    Issue Date: 2012-01-05 14:52:52 (UTC+8)
    Abstract: 目前科學探究式學習(Scientific Inquiry-Based Learning)已經廣受到重視,其目的在於能使學生發展科學探究的知識與理解,就像了解科學家如何研究自然世界一樣。因此,如果學生能具備科學探究的能力(Scientific Inquiry Ability),則他們便能進行研究、從不同的資源中收集證據、從資料中發展解釋、去為所作的結論作說明與答辯。基於此原因,教師應該教導學生不只去學習到概念上的知識,也應該要習得科學探究的能力。因此,要如何評量學生的科學探究能力,對於培養探究式的學習(Inquiry-based Learning)來說是必須與重要的。一般來說,紙筆測驗(Paper-and-Pencil Test)是一個評量學生科學探究知識(Scientific Inquiry Knowledge)的合適方式,但此方式卻不易於評量出關於科學探究之高階能力的學習問題,例如: 程序性知識(Procedural Knowledge)、問題解決能力(Problem Solving)、與統整能力(Integrative Abilities)等等。雖然虛擬與網頁式互動學習系統能用來強化科學探究的學習成效,但其仍需要針對學生歷程資訊進行手動評量與分析。這對教師而言亦是困難與耗時的。而利用編輯工具(例如: Flash)所開發之互動式科學探究評量實驗內容,雖可讓學生進行探究實驗的虛擬操作,以評測學生的科學探究能力與學習問題,但這些工具通常缺乏對自動評量診斷分析的支援,故教師仍須手動分析評量歷程。且開發科學探究評量內容並非易事,對教師而言仍皆是耗時與耗工之事。 因此,如何讓教師能有效率地建構互動式科學探究評量實驗,以及可於評量實驗中依據評量需求定義評量知識,以可支援自動評量診斷分析處理,以提高教師進行探究式學習與評量內容建置與教學效率,以及學生在探究式學習上的學習成效,便成為本研究的主要研究目標。所以,本研究研發了一套網頁式科學探究評量實驗編輯系統(Web-Based Authoring System of Scientific Inquiry Assessment ExperIments, WASSAI),其基於物件導向設計方法(Object Oriented Design Appraoch, OODA)概念與應用規則式控制方法(Rule-Based Control Approach, RBCA)來規劃物件資料模型架構,以支援物件的再利用性(Reusability)與延伸性(Extensibility)。此系統可讓教師能針對自我的評量需求,透過網頁式編輯模式來利用,具高再利用性的物件架構來進行編輯、再利用與重組物件,以建構所需的互動式科學探究評量實驗內容。並可依學科領域來編輯與設定評量實驗中所相關的評量知識(Assessment Knowledge),作為自動化評量診斷分析之依據,以支援評量實驗的可診斷性(Diagnosibility),來即時地提供學生個人化的科學探究評量診斷報告,以提高教師建構科學探究評量實驗的易用性與效率,並提高教師分析學生評量歷程的效率與學生的探究學習成效。 In the recent years, scientific inquiry-based learning, which aims to develop students' scientific knowledge and inquiry skills in the nature world, has become more and more important. With scientific inquiry skills, students are able to conduct investigation, collect evidence from various sources, explain the data, and conclude their findings. Thus, how to evaluate the abilities of scientific inquiry is an important issue. Traditional paper-and-pencil tests are mature to evaluate students' declarative knowledge of science, but this static method is difficult to assess students' skills of scientific inquiry, such as the procedural knowledge, the problem solving abilities, and the integrative abilities. Many researchers constructed virtual laboratory systems to facilitate teaching and evaluating scientific inquiry skills, but developing these systems by using programming tools, such as Flash, is very costly and difficult for teachers. Besides, because existing virtual laboratory systems lack the mechanisms of automatically diagnosing students inquiry skills, analyzing students' inquiry portfolios to discover their learning barriers is also time consuming and costly for teachers. Therefore, this study aims to propose a scientific inquiry assessment authoring tools, which can facilitate teachers to efficiently construct scientific inquiry tests and these tests can be used to test and automatically diagnose students' scientific inquiry abilities. In this thesis, a Web-based Authoring System of Scientific inquiry Assessment experIments (WASSAI), which represents the experimental environments based on Object-Oriented Design Approach (OODA) concept and Rule-Based Control Approach (RBCA), is proposed to facilitate teachers to construct scientific inquiry assessment experiments by enhancing the reusability and extensibility of virtual experimental objects. Moreover, teachers can predefine the relations between students' inquiry behavior patterns and the corresponding subject concepts and skills of scientific inquiry to support automatic learning diagnosis.
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