探討基於「知識翻新理論」之合作論證學習對於高中生社會性科學議題論證之影響：合作論證教學、合作論證學習平台與即時回饋鷹架之設計與開發;The Effects of Integrating Knowledge Building Theory into High School Students' Ssi-Based Collaborative Argumentation Learning: the Development of Collaborative Argumentation Instruction, Learning System and Real-Time Feedback Scaffolds

NCUIR > College of Electrical Engineering & Computer Science > Graduate Institute of Network Learning Technology > Research Project > Item 987654321/82346

Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/82346

Title:	探討基於「知識翻新理論」之合作論證學習對於高中生社會性科學議題論證之影響：合作論證教學、合作論證學習平台與即時回饋鷹架之設計與開發;The Effects of Integrating Knowledge Building Theory into High School Students' Ssi-Based Collaborative Argumentation Learning: the Development of Collaborative Argumentation Instruction, Learning System and Real-Time Feedback Scaffolds
Authors:	吳穎沺
Contributors:	國立中央大學網路學習科技研究所
Keywords:	社會性科學議題;合作論證;社會性科學議題論證;知識翻新理論;即時自動回饋鷹架;Socio-scientific issues (SSIs);collaborative argumentation;SSI-based argumentation;Knowledge Building;real-time feedback scaffold
Date:	2020-01-13
Issue Date:	2020-01-13 14:46:44 (UTC+8)
Publisher:	科技部
Abstract:	本研究計畫的主要目的為以「知識翻新理論」為基礎，設計與開發促進學習者社會性科學議題論證學習的合作論證教學、合作論證學習平台與即時回饋鷹架，並分別探討合作論證教學、合作論證學習平台與即時回饋鷹架對於高中生同步與非同步社會性科學議題論證的歷程與成果之影響。而本研究預計分成四個階段執行，第一階段預計將分別開發「非同步合作論證學習平台」（ASCALS）與「同步合作論證學習平台」（SCALS），並以高中為研究對象，分別探討這兩個合作論證學習平台對於高中生針對進行社會性科學議題的非同步與同步合作論證之個人與小組的論證表現（包括歷程與成果）的影響；在第二階段，本研究首先將基於「知識翻新理論」設計合作論證教學，並驗證此教學活動對於高中生非同步社會性科學議題論證的個人與小組論證表現（包括歷程與成果）之影響，此外，本研究也將設計「即時自動回饋鷹架」並整合到ASCALS平台，成為i-ASCALS平台，接著再探討使用i-ASCALS平台對於高中生非同步社會性科學議題論證之個人與小組論證表現（包括歷程與成果）的影響；而本研究在第三階段首先將驗證基於「知識翻新理論」的合作論證教學對於高中生同步社會性科學議題論證的個人與小組論證表現（包括歷程與成果）之影響，其次為開發「即時自動回饋鷹架」，並將其整合至SCALS平台之中，成為i-SCALS平台，而本階段也將探討使用i-SCALS平台對於高中生同步社會性科學議題論證之個人與小組論證表現（包括歷程與成果）的影響；而本研究最後一個階段將整合i-SCALS平台與i-SCALS平台，並分別探討結合基於「知識翻新理論」的合作論證教學與使用i-CoArgu對於高中生非同步與同步社會性科學議題論證之個人與小組論證表現（包括歷程與成果）的影響，最後本研究也將設計社會性科學議題合作論證教學的專業成長工作坊，並探討此工作坊對於現職中小學科學教師社會性科學議題論證教學的影響。 ;This research project aims to integrate Knowledge Building (KB) Theory into high school students' SSI-based collaborative argumentation learning. In this study, KB-based collaborative argumentation instruction and online collaborative argumentation learning system with real-time feedback scaffolds will be developed. There are four stages for this research project. In this first stage, the ASCALS and the SCALS will be developed to support asynchronous and synchronous online collaborative argumentation respectively. Then, the effects of using ASCALS and SCALS on high school students' online asynchronous socioscientifc argumentation will be explored respectively. In the second stage, KB-based collaborative argumentation instruction will be developed and its effects on high school students' online asynchronous socioscientifc argumentation will be examined. Besides, this study will design real-time feedback scaffolds and integrated it into the ASCALS (called “i- ASCALS”) and the effects of using the real-time feedback scaffolds on high school students' online asynchronous socioscientifc argumentation will be evaluated. In the third stage, the effects of KB-based collaborative argumentation instruction on high school students' online synchronous socioscientifc argumentation will be examined. Moreover, Besides, this study will also design real-time feedback scaffolds and integrated it into the SCALS (called "i- SCALS"). Then, the effects of using the real-time feedback scaffolds on high school students' online asynchronous socioscientifc argumentation will be examined. In the last stage, The i-ASCALS and the i-SCALS will be combined as the "i-CoArgu." Then, the effects of using KB-based collaborative argumentation instruction and i-CoArgu will be examined. In this stage, this project will also design a professional development workshop for improving science teachers’ SSI-based collaborative argumentation instruction, and the effects of this workshop will be examined. This research project is expected to contribute to SSI-based collaborative argumentation learning in terms of future research directions or teaching practices.
Relation:	財團法人國家實驗研究院科技政策研究與資訊中心
Appears in Collections:	[Graduate Institute of Network Learning Technology] Research Project

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