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    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/63549


    Title: 科學小論文寫作平台的建置與評估;The development and preliminary evaluation of the Online Science Reading and Writing System
    Authors: 陳昱安;Chen,Yu-an
    Contributors: 網路學習科技研究所
    Keywords: 科學閱讀;科學寫作;網路探究;Science reading;Science writing;Online inquiry
    Date: 2014-01-06
    Issue Date: 2014-04-02 15:48:44 (UTC+8)
    Publisher: 國立中央大學
    Abstract: 人們對於科學素養的重視在近年內逐漸提升,教育部於97年國民中小學九年一貫課程綱要提到「自然與生活科技之學習應該重視培養國民的科學與技術的精神及素養」由此可見科學素養的重要性。而為了提升科學素養,閱讀與寫作是必需的,近年來,中學生的教育當中,視撰寫小論文為其重要的活動及訓練之一,然而學生對於撰寫小論文是相當陌生的,且老師需要花大量的時間來給予指導,因此為了減輕教師的負擔及學生的困難,本研究發展出「科學小論文寫作平台」輔助學生進行科學小論文寫作活動。為了評估平台是否能輔助學生,本研究採用了便利取樣法,將學生分成實驗組29人及對照組32人,將學生的寫作成績進行分析,也透過科技接受度問卷、鷹架功能知覺有用性問卷了解實驗組學生使用系統的知覺有用性、易用性及使用意願。研究結果發現學生對於科學小論文寫作平台所提供的功能在知覺有用性、知覺易用性和使用意願皆給予正面回饋,學生認為科學小論文寫作平台可以幫助他們更快速的完成一篇小論文,在操作上也是相當容易的,且對於使用科學小論文寫作平台撰寫小論文也有相當高的使用意願。根據寫作成績的分析結果,發現使用科學小論文寫作平台撰寫小論文的學生在寫作成績顯著高於沒有使用科學小論文寫作平台的學生。本研究進一步以學生前測文章成績將學生分為高、低寫作能力,研究結果也發現對於低寫作能力的學生來說,使用科學小論文寫作平台撰寫小論文後的寫作成績顯著高於沒有使用科學小論文寫作平台的學生。最後,本研究依據研究結果與討論提出系統設計及未來研究之建議。; To improve science literacy, high school students' science reading and writing has been highlighted. To facilitate high school students' learning outcomes derived from science reading and writing, this study aimed to develop the Online Science Reading and Writing System (OSRWS). In the OSRWS, Student science reading and writing are integrated as the process of online inquiry. After the development of the OSRWS, this study also conducted system evaluations of the OSRWS. A total of 61 10th graders participated the system evaluation of the OSRWS. With a quasi-experimental design, 29 students were randomly assigned to the experimental group, while 32 students were assigned to the control group. Before the conduct of this study, both the students in the two groups were asked to write science-related essays. Then, the students in the experimental group were asked to write science-related essays with the OSRWS during two days (16 hours), while the students in the control group were asked to write essays freely during the two days. The students in the control group expressed satisfactory perceived usefulness and ease of use of the OSRWS. Also, they expressed high willingness to use the OSRWS. The students in the experimental group obtained significantly higher scores on their essays than those in the control group did. Besides, it was also found that the low achievers in the experimental group obtained significantly higher scores than their counterparts. Implications on educational practices and system refinement are also discussed in this study.
    Appears in Collections:[網路學習科技研究所 ] 博碩士論文

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