以行動載具支援並分析合作式的探索活動

以作者查詢圖書館館藏

、以作者查詢臺灣博碩士

、以作者查詢全國書目

、勘誤回報

、線上人數：26

、訪客IP：3.145.155.58

姓名

郭旺鑫(Wang-Hsin Kuo) 查詢紙本館藏

畢業系所

網路學習科技研究所

論文名稱

以行動載具支援並分析合作式的探索活動
(Supporting and analyzing collaborative inquiry activity with handheld devices)

相關論文

★ 以視覺為主的遊戲空間輔助全身性學習	★ 以數位教室環境增進同步遠距教學之臨場感
★ 以混合實境支援工作臺協同探究學習	★ 使用資料探勘輔助學習者探索大型資料庫—學習者經驗之研究
★ 以貢獻與聯結為基礎之社會知識創造模型—一個資源與概念合作聯結工具	★ 互動式計算桌面環境對於合作學習的優缺點
★ 以共享螢幕及群組軟體支援一對一環境下面對面的合作網路探索	★ 合作學習使用網際網路: 學習腳本在面對面網路合作探索的影響
★ 兒童使用超媒體的Web2.0創作故事平台之探究--衍生與重組	★ 以創用為基礎之合作說故事平台 - 衍生、重組、擁有感
★ 透過網路實施模擬實務社群並利用即興創作激發創意	★ 使用群組軟體與共同螢幕進行一對一合作網路探索活動
★ 以Cyber-Physical環境支援程式設計學習之探究	★ 跨領域合作設計活動之互動分析：群組軟體的支援與設計
★ 不同成就學生於模擬遊戲環境中程式學習效果之探究	★ 在Web 2.0 平台上對於學童知識分享意願與行為分析

檔案

[Endnote RIS 格式]

[Bibtex 格式]

[相關文章]

[文章引用]

[完整記錄]

[館藏目錄]

[檢視]

[下載]

本電子論文使用權限為同意立即開放。
已達開放權限電子全文僅授權使用者為學術研究之目的，進行個人非營利性質之檢索、閱讀、列印。
請遵守中華民國著作權法之相關規定，切勿任意重製、散佈、改作、轉貼、播送，以免觸法。

摘要(中)

實驗教學在科學教育的領域中，扮演著重要的角色，透過實驗的進行，直接且具體的給予學生深刻之學習印象，以提升學習科學的興趣，增進教學之效益。因此本論文設計並建置一個數位的實驗環境，可以讓學生在實驗課前、實驗課中及實驗課後透過合作式探索的學習活動，藉此增進學生主動學習與參與，並促進同儕間學習的互動性。
實驗課前的活動設計主要是希望能提供學生課前學習環境，降低學生先備知識的不足，減少教師課中教學的負擔，並且提供一個繳交機制，讓老師掌握學生的課前的狀況。而實驗課中活動利用個人行動輔具(PDA)增加小組組員之間的互動，實驗課後活動設計，針對實驗課中的內容，再予以加強學生對實驗的暸解，為達上述目的，因此本研究實作了預報系統，讓學生達到課前學習，透過實驗課中PDA的概念檢視機制(The mechanism of concept monitoring)，讓學生可以檢視每一個組員的想法，形成學生概念上的衝突(Concept conflict)，且透過彼此協商且面對面溝通，因而達成共識，最後透過結報系統，將實驗的成果回饋給教師。
本研究將上述活動設計和系統用於大學普通物理課程上，並且進行實驗評估，經由初步實驗結果發現，在實驗課前搭配預報系統，實驗課中加入概念檢視機制，及在實驗課後結報回饋，的確對於學生學習與互動皆有正面影響，而且系統亦能協助學生更有效率的完成各階段任務。最後，本論文也建議幾點未來研究的方向，做為日後研究及改進的參考。

摘要(英)

The objective of this research is to present a collaborative inquiry based learning activity in physics laboratory which students can perform activity as pre-class, in-class and after-class environment, and aim to assist students in the procedures of experimental design, data collection, data analysis and discussion and to promote the interactive and participation by using probing device. These activities are designed to provide a collaborative inquiry learning environment for students, and to reduce the burden of preparation for the teachers
Before classroom, a key characteristic of this activity is the creation of a feedback loop between the classroom and the Web using Internet “Warm Up” assignments that are due prior to class time. By examining student responses to Warm Up exercises before class, faculty members can determine the level of understanding, prior knowledge, and misconceptions that students bring to class. Classroom time can then be spent addressing these misconceptions while discussing course content. In the classroom setting, it adopts collaborative inquiry digital environment to enhance students’ interaction within a group by the handheld devices. And in this activity we provide a mechanism in PDA which show-and-tell students’ concept.
For these purpose, the pre-class web site by using JiTT. And in-class activity with the mechanism of concept monitoring are designed and implemented. The system assists students in achieving pre-class collaborative learning. The teacher can get the feedback from students’ pre-class mission through web site. And in class, it helps students face-to-face interact and collaboratively achieve group mission through wireless network.
According to evaluations of this study, the pre-class web site with concept monitoring and in-class activity with Miguel’s method is helpful to enhance students’ interaction and learning. Furthermore, the system aids students in achieving the sequential assignment efficiently. Finally, future improvement suggestions are proposed.

關鍵字(中)

★ 手持行動輔具
★ 探究式學習
★ 合作式學習
★ 即時教學
★ 同儕互動分析

關鍵字(英)

★ Collaborative Learning
★ Inquiry-based learning
★ Peer Interaction Analysis
★ Just in Time Teaching
★ Handheld Device

論文目次

中文摘要 i
Abstract ii
誌謝 iii
目錄 iv
表目錄 vi
圖目錄 vii
第1章緒論 1
1.1 研究背景 1
1.2 研究動機 5
1.3 研究目的 6
1.4 研究問題 7
1.5 研究限制 9
1.6 論文架構 9
第2章文獻探討 10
2.1 探究學習 10
2.1.1 探究式實驗教學 10
2.1.2 科學探究技能 11
2.2 相關教學理論 12
2.2.1 及時教學理論 12
2.2.2 合作學習理論 14
第3章系統設計 16
3.1 數位實驗教學環境 16
3.2 教學活動設計 18
3.2.1 學習活動流程 20
3.2.2 實驗課前活動設計_預報系統 21
3.2.3 實驗課中活動設計_PDA系統的角色與介入 24
3.2.4 實驗課後活動設計_結報系統 26
3.3 系統架構 27
3.4 系統環境建置 28
3.5 軟體功能與系統畫面 31
3.5.1 預報系統 31
3.5.2 PDA系統 34
3.5.2 結報系統 39
第4章研究方法 40
4.1 研究對象 40
4.2 研究設計 40
4.3 研究時程 41
4.4 研究工具 41
4.4.1 硬體設備： 41
4.4.2 系統平台： 42
4.4.3 軟體開發： 42
4.4.4 群體動態分析(Group Dynamic Analysis) 43
4.4.5 問卷調查： 51
第5章實驗結果與討論 52
5.1 實驗目的 52
5.2 群組動態分析結果討論 53
5.3 問卷結果討論 55
第6章結論與未來工作 64
6.1 結論 64
6.2 未來工作 66
參考文獻 68
中文部分 68
英文部分 68
附錄A 學生自行發展系統問卷 73
附錄B 群組動態分析 75
實驗 2007.04.17 75
實驗 2007.05.01 80

參考文獻

中文部分
于富雲 (民90)。從理論基礎探究合作學習的教學效益。教育資料與研究，38，22-28。
林明良、夏日新 (2001)。東台灣自然與人文戶外合科教學課程與教材之發展。教育部90學年度中小學科學教育計畫專案成果報。
林進材 (民88)。教學理論與方法。台北市：五南。
楊宏珩, 段曉林 (民90)。合作學習-高中化學教學之行動研究。科學教育學刊。
廖焜熙, 邱美虹 (民 85)。三維度視覺化技能在化學學習上的探討。科學教育月刊，189，14-36。
英文部分
American Association for the Advancement of Science (1994). Benchmarks for science literacy. New York: Oxford University Press.
Ausubel, D. P. (1968). Educational Psychology: A Cognitive View Holt. Rinehart and Winston, New York, NY.
Boy, G. A. (1996). Learning Evolution and Software Agents Emergence. Proceedings of the Third International Conference on Intelligent Tutoring Systems, 10-25.
Breeden, T., & Mosley, J. (1992). The Cooperative Learning Companion: Incentive Publications.
Champagne, A. B., & Klopfer, L. E. (1977). A sixty-year perspective on three issues in science education: I whose ideas are dominant? II representation of women III reflective thinking and problem solving. Science Education, 61, 431-452.
Cortez, C., Nussbaum, M., Lopez, X., Rodriguez, P., Santelices, R., Rosas, R., et al. (2005). Teachers' support with ad-hoc collaborative networks. Journal of Computer Assisted Learning, 21(3), 171-180.
Crouch, C. H., & Mazur, E. (2001). Peer Instruction: Ten years of experience and results. American Journal of Physics, 69, 970.
Edelson, D. C., Gordin, D. N., & Pea, R. D. (1999). Addressing the Challenges of Inquiry-Based Learning through Technology and Curriculum Design. Journal of the Learning Sciences, 8(3 & 4), 391-450.
Eick, C. J., & Reed, C. (2002). What makes an inquiry-oriented science teacher? The influence of learning histories on student teacher role identify and practice. Science Education, 86, 401-416.
Ellis, A. K. (2002). Teaching and learning elementary social studies. Boston, MA.
Ertepinar, H., & Geban, O. (1996). Effect of instruction supplied with the investigative-oriented laboratory approach on achievement in a science course. Educational Research, 38(3), 333-341.
Gerry, S. (2006). Supporting Group Cognition in an Online Math Community: A Cognitive Tool for Small-Group Referencing in Text Chat. Journal of Educational Computing Research. 35(2), 103-122.
Gibson, H. L., & Chase, C. (2002). Longitudinal impact of an inquiry-based science program on middle school students' attitudes toward science. Science Education, 86(5), 693-705.
Hackling, M. W., Garnett, Patrick J. (1995). The Development of Expertise in Science Investigation Skills. Australian Science Teachers Journal, 41, 80-85.
Hart, C., Mulhall, P., Berry, A., Loughran, J., & Gunstone, R. (2000). What is the purpose of this experiment? Or can students learn something from doing experiments? Journal of Research in Science Teaching, 37(7), 655-675.
Haury, D. L. (1993). Teaching science through inquiry. ERIC/CSMEE Digest, 4.
Helgeson, S. L., Blosser, P. E., & Howe, R. W. (1997). The Status of Pre-college Science, Mathematics, and Social Science Education: for sale by the Supt. of Docs., US Govt. Print. Off.
Hendrix, J. C. (1996). Cooperative Learning: Building a Democratic Community. The Clearing House, 69, 333-336.
Hendry, G. D. (1996). Constructivism and educational practice. Australiam Journal of Education, 40(1), 19-45.
Hinrichsen, J., & Jarrett, D. (1999). Science Inquiry for the Classroom: A literature review. The Northwest Regional Educational Laboratory Program Report.
Hodson, D. (1990). A critical look at practical work in school science. School Science Review, 70(256), 33-40.
Hofstein, A., & Lunetta, V. N. (1982). The Role of the Laboratory in Science Teaching: Neglected Aspects of Research. Review of Educational Research, 52(2), 201-217.
Hofstein, A., & Lunetta, V. N. (2004). The laboratory in science education: Foundations for the twenty-first century. Science Education, 88(1), 28-54.
Hollingworth, R. W., & McLoughlin, C. (2001). Developing Science Students' Metacognitive Problem Solving Skills Online. Australian Journal of Educational Technology, 17(1), 50-63.
Huppert, J., Lomask, S. M., & Lazarowitz, R. (2002). Computer simulations in the high school: students’ cognitive stages, science process skills and academic achievement in microbiology. International Journal of Science Education, 24, 803-821.
Johnson, D. W., & Johnson, R. T. (1991). Learning together and alone: Cooperative, competitive, and individualistic learning. Englewood Cliffs: NJ.
Kempa, R. F., & Dias, M. M. (2001). Students’ motivational traits and preferences for different instructional modes in science education. International Journal of Science Education, 12(2), 205–216.
Kulik et.al. (1991). Effectiveness of computer-based education in college. AEDS Journal. 81-108.
Kumar, D. D., & Helgeson, S. L. (2000). Effect of Gender on Computer-Based Chemistry Problem Solving: Early Findings. Electronic Journal of Science Education, 4(4).
Linnenbrink, E. A., & Pintrich, P. A. (2002). Motivation as an enabler for academic success. School Psychology Review, 31(3), 313-327.
Looi, C. (1998). Interactive Learning Environments for Promoting Inquiry Learning. Journal of Educational Technology Systems, 27(1).
Marrs, K. A., Blake, R. E., & Gavrin, A. D. (2003). Use of Warm Up Exercises in Just-in-Time Teaching to Determine Students Prior Knowledge and Misconceptions in Biology, Chemistry, and Physics.
Mazur, E., & Somers, M. D. (1999). Peer Instruction: A User’s Manual. American Journal of Physics, 67, 359.
McCormack, A. J., & Yager, R. E. (1989). A new taxonomy of science education. The Science Teacher, 56(2), 47-48.
Millar, R. and Osborne, J. (Eds) (1998). Beyond 2000: Science education for the future. London: King’s College.
Moursound, D. (1999). Project-based learning using information technology. Eugene, OR: Iste Publications.
National Curriculum Council (1988). Science in the national curriculum. York, United Kingdom: NCC.
National Research Council (1996). National science education standards. Washington DC: National Academy Press.
National Research Council (2000). Inquiry and national science education standards. Washington DC: National Academy Press.
Novak, G. M., & Patterson, E. (1997). World Wide Web Technology as a New Teaching and Learning Environment. International Journal of Modern Physics C, 8(1), 19-39.
Novak, G. M., & Patterson, E. (1998). Just-in-time teaching: active learner pedagogy with the WWW. IASTED International Conference on Computers and Advanced Technology in Education, 27-30.
Novak, G. M., Patterson, N. G., Gavrin, A. D., & Christian, W. (1999). Just-in-time teaching: blending active learning with web technology: Prentice Hall.
Omasta, E., & Lunetta, V. N. (1988). Exploring functions: a strategy for teaching physics concepts and problem-solving. Science Education, 72, 625-636.
Padilla, M. J. (1991). Science activities, process skills, and thinking. The psychology of learning science, 205-217.
Parker, R. E. (1985). Small-Group Cooperative Learning Improving Academic, Social Gains in the Classroom. NASS Bulletin, 69(479), 48-57.
Patrick, H., Anderman, L. H., Ryan, A. M., Edelin, K. C., & Midegley, C. (2001). Teachers’ communication of goal orientation in four fifth-grade classrooms. Elementary School Journal, 102, 35-58.
Polman, J. L. (2000). Designing Project-Based Science: Connecting Learners Through Guided Inquiry: Teachers College Press.
Simpson, R. D., & Anderson, N. D. (1981). Science, Students, and Schools: A Guide for the Middle and Secondary School Teacher: John Wiley & Sons, 605 Third Avenue, New York:John Wiley & Sons.
Slack, S. J., & Stewart, J. (1990). High school students' problem-solving performance on realistic genetics problems. Journal of Research in Science Teaching, 27, 55-67.
Staer, H., Goodrum, D., & Hackling, M. (1998). High school laboratory work in Western Australia: Openness to inquiry. Research in Science Education, 28(2), 219-228.
Straits, W. J., & Wilke, R. R. (2002). Practical considerations for assessing inquiry-based instruction. Journal of College Science Teaching, 31(7), 432-435.
Talton, E. L., & Simpson, R. D. (1987). Relationships of attitude toward classroom environment with attitude toward and achievement in science among tenth grade biology students. Journal of Research in Science Teaching, 24(6), 507-525.
Tobin, K. (1990). Overcoming Constraints to Effective Elementary Science Teaching. Science Education, 74(4), 409-420.
Trumbull, D. J., Bonney, R., & Grudens-Schuck, N. (2005). Developing Materials to Promote Inquiry: Lessons Learned. Science education(Saleem, Mass.), 89(6), 879-900.
Turner, J. C., Midgley, C., Meyer, D. K., Gheen, M., Anderman, E. M., Kang, Y., & Patrick, H. (2002). The classroom environment and stu- dents’ reports of avoidance strategies in mathematics: A multi-method study. Journal of educational Psychology, 94, 88-106.
Wells, G. (2001). Action, Talk, and Text: Learning and Teaching Through Inquiry: Teachers College Press.
Wilson, J. M., & Redish, E. F. (1992). The comprehensive unified physics learning environment: Part I. Background and system operation. Computers in Physics, 6(2), 202-209.
Windschitl, M. (2003). Inquiry projects in science teacher education: What can investigative experiences reveal about teacher thinking and eventual classroom pratice: Science Education, 87(1), 112-143.
Zurita, G., & Nussbaum, M. (2004). Computer supported collaborative learning using wirelessly interconnected handheld computers. Computers and Education, 42(3), 289-314.

指導教授

劉晨鐘(Chen-Chung Liu)

審核日期

2007-7-15

推文