| DC 欄位 |
值 |
語言 |
| DC.contributor | 網路學習科技研究所 | zh_TW |
| DC.creator | 潘威明 | zh_TW |
| DC.creator | Wei-Ming Pan | en_US |
| dc.date.accessioned | 2007-3-17T07:39:07Z | |
| dc.date.available | 2007-3-17T07:39:07Z | |
| dc.date.issued | 2007 | |
| dc.identifier.uri | http://ir.lib.ncu.edu.tw:88/thesis/view_etd.asp?URN=93524004 | |
| dc.contributor.department | 網路學習科技研究所 | zh_TW |
| DC.description | 國立中央大學 | zh_TW |
| DC.description | National Central University | en_US |
| dc.description.abstract | 探究式學習是一種從學生的經驗中產生的真實情境的問題探究。此種強調學習者自身經驗的建構，除了是科學教學的主要策略外，並且以解釋為導向的探究實驗式學習，更能突顯學習者在自我知識與經驗建構的學習活動。
本研究旨在設計一個配合以「行動輔具」與「學習系統」為基礎的「探究式實驗活動」學習活動模式融入於國小「自然與生活科技學習領域」課程後，分析學習者的學習情形及學習成效外，並就解釋導向的「探究式實驗活動」，對於學習者在行動過程中，「行動輔具」如何影響「探究式實驗活動」互動之可能性因素作探討。
研究的對象共有兩班國小六年級學生為六十八人，採單組前、後測方法設計，進行二週共六節課之「探究式實驗活動」課程單元，教學前後並對兩班學生進行「自然科學學習態度量表」及「科學解釋能力測驗」以評估這樣的教學對學生科學學習之影響。並以活動理論提供給本研究一個重要的觀點，即是透過活動理論，分析學習活動的歷程，以及其內在的因素的相互作用的過程，以了解「行動學習輔具與系統」和探究式實驗活動之相關互動。
研究的結果發現：首先，配合以行動輔具與學習系統為基礎的探究式實驗活動學習模式的進行教學設計時，重視基礎課程的階段性設計概念有助於學生在導入過程的先備知識(能力)的建立。其次，強調「解釋導向」的探究式實驗活動對科學態度與科學解釋能力均有正向之影響。然而在科學解釋能力面向上偏向於淺層直覺式的科學解釋，並且對數據與圖形之轉換能力上仍有所不足。再者，行動輔具與學習系統，透過系統設計及其他學習中介產物，可以具體化探究式實驗活動，並使學習者能更聚焦在認知建構上的學習。
最後，本研究亦根據研究結果，提出相關的建議與未來的研究方向：
第一、認知取向的建構觀點的其他學習中介物，如「問題」、「反思」及「對話」等，對科學學習的影響之持續研究。
第二、持續對「探究式實驗活動」的教學模式的相關研究，特別是彰顯學習者主動建構時之認知運作歷程方面的相關因素作持續探究。
第三、在行動學習環境下之學習輔助系統，如何以學習中介物的建構互動為主軸的學習輔助系統之繼續的研究與開發。 | zh_TW |
| dc.description.abstract | Inquiry-based learning is an actual situation of question inquiry through student’s experience. Besides scientific teaching of major strategy, the learning emphasizes not only learners’ self-experience of establishment but also learns explanation-driven inquiry-based learning to significantly show learners’ self-knowledge and experience establishment of learning activity.
The objective of the research is to design an appropriate base of “Mobile devices” and “Learning System” that introduce “Inquiry-based Experimental Activity” of learning mold after primary course of “Nature and Life Technology Learning Area”, to analyze learners’ learning situation and effects, to explain oriented inquiry-based experimental activity, and to discuss learners how “Mobile devices” affects possible interactive factors of “inquiry-based experimental activity” during the process of activity.
The subjects of the study had involved 68 students from two classes of six grade students that applied a single team for a prior test and after test design for six classes of “Inquiry-based Experimental Activity” course in two weeks. “Learning Attitude Toward Natural Sciences Scale” and “scientifically Explanatory” were applied for two classes of student to evaluate this method of teaching may affect students to learn scientific learning after and before teaching and to become a major viewpoint of research analysis through activity theory. Besides the process of activity theory that analyze learning activity and the interactive process of inner factors, “Mobile Learning devices and System” and inquiry-based experimental activity could be correlated each other.
After analysis and the related data, the following research result and discovery. The first all, to cooperate with mobile devices and learning system with a base of inquiry-based experimental activity learning mold that designs teaching process focuses on a stage design concept of fundamental course to help students who introduce the process of prior knowledge (capability) establishment. Secondly, the emphasis on “explanatory oriented” inquiry-based experimental activity has positive effect for scientific attitude and explanatory capacity. Nevertheless, scientifically explanatory capacity rather intends to shallow intuitive scientific explanation, but data and graph still has insufficient transformative capacity. Finally, through system design and other learning media, mobile devices and learning system can be a specific inquiry-based experimental activity so that learners can intend to focus on cognitive establishment learning more.
In addition, the research based on the research result and proposed the related suggestion and the future research aspect as the followings:
1. The other learning media of cognitive approach of establishment viewpoint such as “Problem”, “Reflection”, and “Dialog” etc. for continual research and discussion of scientific learning effect
2. To continue with the related research of “inquiry-based experimental activity” of teaching mold, especially for when learners actively establish the related factors of cognitive execution process for continual research
3. How learning aids system under mobile learning environment becomes learning media of interactive establishment as a major learning aids system for continual research and development. | en_US |
| DC.subject | 科學解釋 | zh_TW |
| DC.subject | 探究式實驗 | zh_TW |
| DC.subject | 探究式學習 | zh_TW |
| DC.subject | 行動學習環境 | zh_TW |
| DC.subject | 建構主義 | zh_TW |
| DC.subject | mobile learning environment | en_US |
| DC.subject | inquiry-based experimental activity | en_US |
| DC.subject | inquiry-based learning | en_US |
| DC.subject | scientific explanation | en_US |
| DC.subject | constructivism | en_US |
| DC.title | 行動學習環境中實施探究式實驗活動之教學設計與活動歷程分析 | zh_TW |
| dc.language.iso | zh-TW | zh-TW |
| DC.title | Instruction Design and Activity Process Analysis for Inquiry-based Experiment in a Mobile Learning Environment | en_US |
| DC.type | 博碩士論文 | zh_TW |
| DC.type | thesis | en_US |
| DC.publisher | National Central University | en_US |