以提供線索學習方式搭配行動學習輔具建置一個國小自然科探究學習模式; Development of a Science Inquiry-based Learning Model with Mobile Learning Devices for Elementary School by the Clues Approach

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题名:	以提供線索學習方式搭配行動學習輔具建置一個國小自然科探究學習模式;Development of a Science Inquiry-based Learning Model with Mobile Learning Devices for Elementary School by the Clues Approach
作者:	林明玉;Ming-Yu Lin
贡献者:	網路學習科技研究所
关键词:	國小自然科;探究式學習;行動學習輔具;相機;個人數位助理;線索;clue;PDAs;mobile camera;mobile learning devices;inquiry-based learning;Science course in elementary
日期:	2005-07-01
上传时间:	2009-09-22 12:07:16 (UTC+8)
出版者:	國立中央大學圖書館
摘要:	本研究結合探究式學習（Inquiry-based Learning）與PDA及相機裝置之行動學習輔具（Mobile Learning Device）應用於國小自然課程。本研究目的在於，設計一個國小自然探究學習模式之活動模式，在探究過程中以提供線索作為引導探究活動的學習方式，根據活動設計，實作出一個PDA的探究學習系統，並針對學習者運用PDA探究學習之系統狀況進行評估。本研究之系統功能模組方面可分成兩部份：Web Services與探究系統功能模組，學習者主要以探究系統功能來進行活動。本研究以國小四年級為實驗對象，整個實驗分成兩階段來進行：第一階段實驗，教導學習者使用PDA與相機，並搭配系統功能讓學習者熟悉介面及操作；第二階段實驗，學習者使用本系統進行探究式學習。資料收集方式是採用問卷調查、學習單、訪談及觀察方式來評估學習者在探究活動過程的自然科學習態度、同儕互動，同時也針對系統程式功能、活動設計、教材內容進行評估。歸納研究所得的結論如下： 1. 以提供線索之探究學習活動模式對於實施國小自然課程有正向的幫助。 2. PDA與相機輔助學生在國小自然探究學習有正向的幫助。 3. PDA探究校園植物系統應用於國小自然探究有正向的幫助。 In this study, we integrate inquiry-based learning with the mobile learning device of PDAs and mobile camera, and apply to science courses in elementary school. The objective of this study is to design a model of inquiry-based learning applying to science course in elementary school, and through the process we provide clues that are functions of study to guide the inquiry activity. Based on the process, we implement a PDA inquiry-based learning system, and evaluate the studying effect of students. The system module in this study is divided into two parts－Web Services and the function module of inquiry system. The later is the main activity of students. There are two steps in the experiment with the subject of the fourth grade students: First step, teach them how to use the PDA and camera until them familiar with the operation and user's interface. Second, the learners process inquiry-based learning by the system. The studying data collected by questionnaires, paper-work, interviews, and the observations are utilized for evaluating not only the learners’ studying attitude in science and interacts in a companion but also the function of system program, design of activities, and the content of the teaching material. The conclusion is as follows: 1. Providing clues of inquiry-based learning model can match up science courses in elementary school. 2. PDA and mobile camera can assist students in science inquiry learning in elementary school. 3. PDA inquiry-based system of campus plants can assist inquiry learning of science in elementary school.
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