| dc.description.abstract | Under the promotion of the 12-Year Basic Education, education has gradually moved towards cultivating students′ ability to learn independently, and hopes that students can acquire knowledge through collaboration with others and apply it to their lives. The theory of knowledge building emphasizes improvable ideas, community knowledge and epistemic agency. In addition, it is often found in the education field that younger students may not be fluent in oral expression when they want to describe content with a richer amount of information, and they may not be able to fully express their intended content, or accurately state the main points. Therefore, this study aims to explore the impact of digital storytelling learning activities based on the knowledge building oriented on the knowledge building learning environment perceived, oral narrative skills, collaborative performance and knowledge building learning process analysis on the collaboration exploration platform of elementary school students in third-grade.
This study used experimental methods as a quasi-experimental research method. The subjects were two classes of third-grade elementary school students, one class consisting of 26 students as the experimental group and the other consisting of 26 students as the control group. The experimental group was given eight weeks of ＂digital storytelling based on the knowledge building oriented＂ learning activities, while the control group was given eight weeks of ＂general traditional digital storytelling＂ learning activities. The research analysis included quantitative data and qualitative data conversion analysis, and ＂knowledge building learning environment experience questionnaire＂, ＂digital storytelling content for oral narrative skills＂ and ＂collaborative learning experience questionnaire＂ were administered before and after teaching. In addition, the ＂knowledge building learning process analysis ＂ of students on the online discussion platform was explored after teaching. After processing and analyzing the research data, the research results are as follows:
1. The ＂digital storytelling based on the knowledge building oriented＂ learning activity has significant results on students′ knowledge building learning environment perceived.
2. Compared with the ＂general traditional digital storytelling＂ learning activity, the ＂digital storytelling based on the knowledge building oriented＂ learning activity can effectively improve students′ oral narrative skills.
3. The ＂digital storytelling based on the knowledge building oriented ＂ learning activity and the ＂general traditional digital storytelling＂ learning activity both have significant results in collaborative performance, but comparing the data of the two different learning activities shows no significant effect.
4. The knowledge building behavioral sequence analysis of the ＂digital storytelling based on the knowledge building oriented＂ learning activity has significant results in the behavior performance of ＂idea generation → idea improvement＂ and ＂social talk → social talk.＂
Finally, this study suggests that educators can design learning activities related to digital storytelling based on the knowledge building oriented, focusing on topics that really interest to students or relevant to their daily lives. By doing so, students′ collaborative performance and oral narrative skills can be enhanced, and personal and group reflection activities can be incorporated to examine the acquired learning content, which can further improve the quality of their digital storytelling outputs and enhance their sense of community identification. | en_US |