整合多元鷹架之自我導向科學探究學習歷程檔案管理系統之開發與初步評估

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姓名

洪英峯(Ying-Fong Hong) 查詢紙本館藏

畢業系所

網路學習科技研究所

論文名稱

整合多元鷹架之自我導向科學探究學習歷程檔案管理系統之開發與初步評估
(Development and Preliminary Evaluation of an E-Portfolio Management System with Multiple Scaffolding for Self-Directed Scientific Inquiry Learning)

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至系統瀏覽論文 (2028-7-6以後開放)

摘要(中)

在108 年的課綱中，自主學習、問題解決、溝通與團隊合作等核心能力日益受到重視，這些能力被視為未來人才培養的關鍵，因此也在高中學程中增設自主學習的相關課程，以促進終生學習的理念同時培養學生的自發性。然而，現有文獻和教學實踐均指出，在自主學習的科學探究領域中存在著限制性課程、資源匱乏、理論聯繫實際的困難以及設計學習工具、提高學生參與度等挑戰，且在製作學習歷程檔案時也面臨著學生層面及制度層面的現實難題。為了解決這些問題與挑戰，本研究開發了一個專案管理系統「整合多元鷹架之自我導向科學探究學習歷程檔案管理系統」，提供一個結構化的學習環境給學生和教師，其中包括多種學習鷹架與互動工具，幫助學生可以更有規劃性及更有效率地按照自主學習的階段完成專題的製作，同時也能提升他們的學習成效。在系統開發完成後，本研究透過問卷調查法對55位高中生進行資料蒐集，藉此初步評估系統的「科技接受度」及其「鷹架與互動工具的知覺有用性」，最後也收集了學生的使用意見反饋以利未來可以進一步改善，使系統更加符合實際教學現場的使用。研究結果顯示，學生皆對本系統持正面評價，認為這個系統能有助於提升他們的學習成效以及專題製作的效率，並且也有96.36%的學生願意在未來繼續使用本系統。本研究成系統不僅能提升學生的學習效率，也為未來教育技術的發展提供了新的方向，同時展示了科技在教育領域中的應用潛力，預期將在未來推廣至更多實際教學現場，惠及更廣泛的師生群體。

摘要(英)

In the 108-year curriculum, core competencies like self-directed learning (SDL), problem-solving, communication, and teamwork are emphasized, recognizing them as crucial for developing future talents. Thus, SDL-related courses have been integrated into senior secondary education to foster lifelong learning and enhance student spontaneity. Despite these initiatives, challenges persist in SDL in science inquiry, including restrictive curricula, resource shortages, difficulties in applying theory to practice, and obstacles in designing effective learning tools and enhancing student engagement. Both students and institutions face issues in creating e-portfolios, which are vital for documenting learning progress. To address these challenges, this study developed a Self-Directed Scientific Inquiry Learning E-Portfolio Management System Integrating Multiple Scaffolding (SDLs). SDLs aim to provide a structured learning environment with multiple scaffolds and interactive tools, enabling students and teachers to plan and complete projects more efficiently and effectively at their own pace. Upon completing the system development, a questionnaire was distributed to 55 high school students to evaluate the "technological acceptability" and the "perceptual usefulness of the scaffolds and interactive tools" of SDLs, collecting feedback for future enhancements to better suit actual educational settings. The findings indicated positive student reception towards SDLs, with an appreciation for its capability to enhance learning effectiveness and project production efficiency. Remarkably, 96.36% of participants expressed willingness to continue using SDLs in future applications. This study not only boosts learning efficiency but also sets a new direction for educational technology development, demonstrating the potential for broader technology application in education to benefit a larger audience of teachers and students.

關鍵字(中)

★ 自我導向學習
★ 科學探究
★ 學習歷程
★ 鷹架理論
★ 科技接受度

關鍵字(英)

★ Self-Directed Learning
★ Scientific Inquiry
★ e-portfolio
★ Scaffolding Theory
★ Technology Acceptance

論文目次

摘要 I
ABSTRACT II
致謝 III
目錄 IV
圖目錄 VIII
表目錄 X
第一章緒論 1
第一節研究背景與動機 1
一、研究背景 1
二、研究動機 3
三、小結 4
第二節研究目的 5
一、開發「整合多元鷹架之自我導向科學探究學習歷程檔案管理系統」 5
二、對已完成開發的「整合多元鷹架之自我導向科學探究學習歷程檔案管理系統」進行初步評估 6
第三節研究問題 7
一、學習者對於「整合多元鷹架之自我導向科學探究學習歷程檔案管理系統」之科技接受度為何？ 7
二、學習者對於「整合多元鷹架之自我導向科學探究學習歷程檔案管理系統」之鷹架輔助功能及互動工具之知覺有用性為何？ 7
三、學習者對於「整合多元鷹架之自我導向科學探究學習歷程檔案管理系統」之建議與回饋為何？ 7
第四節名詞解釋 8
一、自我導向學習（Self-directed Learning） 8
二、科學探究（Scientific Inquiry） 8
三、學習歷程檔案（Learning Portfolio） 9
四、鷹架理論（Scaffolding Theory） 9
五、科技接受度（Technology Acceptance） 9
第五節研究範圍 10
第二章文獻探討 11
第一節自我導向學習 11
一、自我導向學習的背景發展 11
二、自我導向學習的理論與概念 12
三、自我導向學習的問題與挑戰 13
四、小結 13
第二節科學探究 14
一、科學探究的背景發展 14
二、科學探究的架構 15
三、科學探究的問題與挑戰 17
四、小結 17
第三節學習歷程檔案 18
一、學習歷程檔案的背景發展 18
二、學習歷程檔案的實際應用 19
三、學習歷程檔案的問題與挑戰 19
四、小結 20
第四節鷹架理論 21
一、鷹架理論的基本概念 21
二、鷹架理論在學習系統開發中的應用 21
三、鷹架理論的實踐與挑戰 21
四、小結 22
第五節相關系統介紹以及分析與比較 23
一、相關系統介紹 23
二、相關平台與工具之分析與比較 29
三、小結 37
第六節總結 38
第三章系統設計與實作 39
第一節系統開發方式 39
一、系統開發人員架構圖 39
二、系統開發流程 41
第二節系統設計與規劃 43
一、系統設計特色 43
二、系統功能模組 45
三、系統使用案例 56
四、系統使用流程規劃 67
第三節系統配置 70
一、硬體設備與環境 70
二、軟體建置 70
三、使用環境建議 70
第四節系統介面與功能 71
一、登入與註冊介面 72
二、專案管理介面 74
三、進度看板介面 76
四、想法延伸介面 79
五、反思日誌介面 82
六、歷程檔案介面 84
七、成果記錄介面 85
八、小組討論介面 86
九、提問專區介面 87
十、分析儀錶板介面 88
第五節總結 89
第四章研究方法 90
第一節研究對象 91
一、受測學習者之線上系統平台輔助專案討論相關經驗 91
二、受測學習者之線上系統平台輔助自主學習相關經驗 92
三、受測學習者之線上系統平台輔助歷程製作相關經驗 92
第二節施測及評估與結果分析流程 93
一、施測及評估階段 93
二、結果分析階段 93
第三節系統評估流程 94
一、系統平台介紹 95
二、系統平台實際操作 95
三、系統問卷施測與意見回饋 95
第四節研究工具 96
一、學習者對「整合多元鷹架之自我導向科學探究學習歷程檔案管理系統」之科技接受度六點量表 96
二、學習者對「整合多元鷹架之自我導向科學探究學習歷程檔案管理系統」之鷹架功能及輔助工具知覺有用性六點量表 98
三、學習者對「整合多元鷹架之自我導向科學探究學習歷程檔案管理系統」之回饋與建議問卷 99
四、結果分析編碼方式 100
第五節資料收集與分析 101
一、資料收集 101
二、資料分析 101
第五章研究結果與討論 102
第一節學習者對於「整合多元鷹架之自我導向科學探究學習歷程檔案管理系統」的科技接受度 102
一、學習者對於「整合多元鷹架之自我導向科學探究學習歷程檔案管理系統」之整體知覺有用性 103
二、學習者對於「整合多元鷹架之自我導向科學探究學習歷程檔案管理系統」之整體知覺易用性 106
三、學習者對於「整合多元鷹架之自我導向科學探究學習歷程檔案管理系統」之整體使用意願 108
四、小結與討論 110
第二節學習者對於「整合多元鷹架之自我導向科學探究學習歷程檔案管理系統」鷹架工具及輔助工具知覺有用性 112
一、學習者對於「整合多元鷹架之自我導向科學探究學習歷程檔案管理系統」之概念鷹架知覺有用性為何？ 112
二、學習者對於「整合多元鷹架之自我導向科學探究學習歷程檔案管理系統」之流程鷹架知覺有用性為何？ 113
三、學習者對於「整合多元鷹架之自我導向科學探究學習歷程檔案管理系統」之反思鷹架知覺有用性為何？ 114
四、學習者對於「整合多元鷹架之自我導向科學探究學習歷程檔案管理系統」之互動工具知覺有用性為何？ 115
五、小結與討論 116
第三節學習者對於「整合多元鷹架之自我導向科學探究學習歷程檔案管理系統」之系統建議與回饋 117
一、功能建議 117
二、操作建議 118
三、未來使用意願與原因 119
第六章結論與建議 121
第一節研究結論 121
一、「整合多元鷹架之自我導向科學探究學習歷程檔案管理系統」輔助學習者進行自主學習科學探究活動是有用的 121
二、「整合多元鷹架之自我導向科學探究學習歷程檔案管理系統」輔助學習者進行自主學習科學探究活動是容易上手且容易使用的 121
三、「整合多元鷹架之自我導向科學探究學習歷程檔案管理系統」對於學習者而言，具有很高的使用意願 122
四、「整合多元鷹架之自我導向科學探究學習歷程檔案管理系統」所提供的輔助工具與鷹架對於學習者是有用的 123
第二節研究建議 124
一、系統改善建議 124
二、未來研究建議 125
參考文獻 126
附錄 133
附錄一學習者背景問卷 133
附錄二學習者對於「整合多元鷹架之自我導向科學探究學習歷程檔案管理系統」的科技接受度問卷 136
附錄三學習者對於「整合多元鷹架之自我導向科學探究學習歷程檔案管理系統」鷹架工具及輔助工具知覺有用性問卷 138
附錄四學習者對於「整合多元鷹架之自我導向科學探究學習歷程檔案管理系統」之系統建議與回饋問卷 147

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指導教授

吳穎沺

審核日期

2024-7-23

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