| DC 欄位 |
值 |
語言 |
| DC.contributor | 網路學習科技研究所 | zh_TW |
| DC.creator | 林廷彥 | zh_TW |
| DC.creator | Ting-yen Lin | en_US |
| dc.date.accessioned | 2007-7-13T07:39:07Z | |
| dc.date.available | 2007-7-13T07:39:07Z | |
| dc.date.issued | 2007 | |
| dc.identifier.uri | http://ir.lib.ncu.edu.tw:88/thesis/view_etd.asp?URN=93524014 | |
| 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 | 以行動裝置進行學習活動，固然可以獲得行動便利的特性，但是在小組成員資訊共享時卻有問題發生。行動裝置的螢幕較小，難以讓兩位以上學習者同時觀看，進行合作學習時，勢必影響學習活動的進行。本研究將以共同顯示螢幕的概念，設計系統以改善此問題。並且，設計一線索式策略學習活動，增進學生學習植物特徵時的成效。
本研究設計線索式的策略，來學習植物特徵。藉由提供有限的線索，以逆向的方式，讓學生透過單一線索進行植物特徵觀察，加深學生對於單一線索的熟悉度，並在不同植物之間進行線索特徵的橫向連結。整個活動的設計，採逐步加深的方式進行。首先讓學生熟悉單一植物特徵；其次，透過小組合作討論，與其他小組成員交換觀察成果、心得，讓學生擴大對植物特徵的認識；最後，以學生已經熟悉的植物線索特徵為輔助，讓學生與其他成員合作進行林奈二分法實做，逐步達成主動分類、創造線索的能力。
本研究根據共同顯示螢幕的概念設計一系統，輔助行動學習在資訊共享上的不便。透過共同顯示螢幕的輔助，讓學生除了方便分享資訊之外，還可以擁有、維持小組共同焦點。透過以PDA搭配共同顯示螢幕，除了可以達到前述優點，還可在PDA上保有個人作業空間，亦即在合作學習活動階段，個人的作業不會影響小組作業的進行、小組作業也不會影響個人活動的進行。歸納本研究所得的結論如下：
1.共同顯示螢幕搭配PDA成功的輔助學生交換資訊。
2.本研究系統與活動設計有效促進小組合作。
3.以提供線索方式之植物學習活動對於植物描述能力有正向的幫助。
4.筆記型電腦可以作為小學生共同顯示螢幕之用 | zh_TW |
| dc.description.abstract | When using mobile devices to assist learning activities, we get mobility, but some problems arise when group members share information. When two or more learners learn and share information with small screen mobile device, the difficulty of information sharing will affect learning activity. In this study, we design a system with SDG concept to overcome the information sharing problem. Furthermore, we design a clue approach learning activity to enhance plant characteristics learning effects. By providing limited clues, students will observe several plants and know that different plants will have similar characteristics. First, let students familiar with the characteristics of a single plant. Then, the group discussed with other group members exchanged observation results, experiences to enable students to expand the understanding of the characteristics of plants. Finally, the students collaboratively doing Linnaean dichotomy, and gradually reached initiative classification, the ability to create clues.
Summarized the conclusions of this research are as follows :
1.SDG with PDAs successfully assisting students share information.
2.The system and activities this research designed can promote group collaboration.
3.Clue approach plant learning activity can positively promoting students’ plant description ability.
4.Laptop computers can be used as SDG screen in primary school. | en_US |
| DC.subject | 共同顯示螢幕 | zh_TW |
| DC.subject | 行動裝置 | zh_TW |
| DC.subject | 線索 | zh_TW |
| DC.subject | 國小自然科 | zh_TW |
| DC.subject | 行動學習 | zh_TW |
| DC.subject | Science course in elementary | en_US |
| DC.subject | Mobile learning | en_US |
| DC.subject | SDG | en_US |
| DC.subject | Mobile device | en_US |
| DC.subject | PDA | en_US |
| DC.subject | Clue | en_US |
| DC.title | 以共同顯示螢幕輔助線索式之行動學習研究 | zh_TW |
| dc.language.iso | zh-TW | zh-TW |
| DC.title | Shared Display Groupware Supported Mobile Learning with Clue Approach | en_US |
| DC.type | 博碩士論文 | zh_TW |
| DC.type | thesis | en_US |
| DC.publisher | National Central University | en_US |