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    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/72256

    Title: 支援科學專題學習 之線上學習平台開發與評估;Development and assessment of project-based learning for online learning platform
    Authors: 蔡宛庭;Tsai,Wan-Ting
    Contributors: 網路學習科技研究所
    Keywords: 科學探究;學習者為中心的設計;學習鷹架;專題導向學習;適性化教學;scientific inquiry;learner-centered design;scoffolds;project-based learning;adaptive learning
    Date: 2016-07-26
    Issue Date: 2016-10-13 14:35:09 (UTC+8)
    Publisher: 國立中央大學
    Abstract: 「探究」(inquiry)為科學教育的根本,讓學生透過科學探究(scientific inquiry)活動,從提出問題、規劃、執行、形成結論和報告與展示,可以培養學生自主學習和問題解決(problem-solving)的能力,並提升其科學素養。本研究之主要目的為開發專題探究學習系統(Let’s Inquiry),以學習者為中心的設計(learner-centered design, LCD)方式,提供學習鷹架(scaffolds)與工具,幫助學習者跨越專業鴻溝。學生使用系統進行科學探究活動,並結合專題導向學習(project-based learning, PBL),促進小組之間溝通與協作學習,共同完成科學專題活動,建立團隊合作之精神,進而提升學習成效;而教師可以透過系統輔助教與學,有效同時管理多個專題小組,並提供適性化的教學策略,引導學生適性學習與發展,與即時回應學生問題,增進教師及學生間的互動。在系統建置完成後,採用「問卷調查法」(questionnaire survey)的方式,利用電子郵件、網際網路以及教師社群,本研究針對蒐集來的38位教師對於系統之整體知覺有用性、整體知覺易用性及使用者意願,以及對系統中的三種學習鷹架與互動工具之知覺有用性評估,並針對部份教師進行訪談,透過教師建議與回饋,進一步改善系統,使系統更符合教學現場。;Inquiry is the basis of science education. Through scientific inquiry, included questioning, planning, implementing, concluding and reporting, students could improve their learning-autonomy and problem-solving abilities, and enhance their scientific literacy accomplishment. The main purpose of this study is to design learning system, named Let’s Inquiry. It provides learning scaffolds and tools which adopts learner-centered design to help the learner crossing the professional gap. Students can use the system to learn science inquiry, and it combines project-based learning to encourage the communication and collaborative learning between students. Let them finish the project together and they will enhance the studying efficiency by teamwork. In addition, the teacher understands the process of learning and teaching through the system. It helps teachers to manage multiple projects simultaneously. The teachers provide individual advice to guide those students learning on their own characteristics. The system also improves the interaction between teachers and students by responding the questions immediately. We adopt questionnaire survey by email, internet and teachers community after them used the system. We have collected 38 teachers’ results to analyze unity perceived usefulness, unity perceived ease of use and reused intention. This study particularly analyzes the perceived usefulness of three kind of learning scaffolds and tools. The system improves by users’ comments and opinions and makes it more suitable to the reality continuously.
    Appears in Collections:[網路學習科技研究所 ] 博碩士論文

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