博碩士論文 100522006 詳細資訊




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姓名 賀振坤(Zhen-kun He)  查詢紙本館藏   畢業系所 資訊工程學系
論文名稱 基於5E教學策略的電子行動學習單對國小自然科學教室環境的影響:以水中生物為例
(Inquiry-based Learning APP for Enhancing the Perception of Science Classroon Environment)
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摘要(中) 近年來,結合雲端運算和行動裝置App逐漸成為新興的行動學習輔具,行動學習輔具相較於個人電腦,輕巧且可攜帶的性質更方便於學生操作與使用。過去許多研究指出,探究式學習策略輔以電腦科技在情境式學習環境中可以有效的提升學習者的學習動機、態度和成效。本研究將整合傳統紙本學習單與行動裝置,基於5E探究式學習,設計出電子行動學習單APP,結合無線網路環境應用於國小的水生生物單元。透過教學實驗進一步瞭解此電子行動學習單APP對於學習成效及學習者教室環境的影響。
經實驗結果顯示,結合行動裝置應用於國小水生生物的探究教學,不但能提升學習者的學習成效,且有助於學習者增進水生環境的生態保育意識。然而,本研究系統與5E教學策略的結合,對於學習風格為主動型的學生之學習成效,有著顯著且正面的影響,而對於反思型則不明顯。此外,電子行動學習單有助於提升學習者合作、同儕情誼、探究與參與的能力,而對於教師支持、任務取向、平等性則沒有顯著地進步。未來的研究可以對於這方面做開發,並加入教師編輯題目系統,結合完整的教學流程,套用至其他適合探究教學的領域。
摘要(英) The combination of cloud computing and mobile devices become a new mobile learning devices for the past few years. Mobile learning devices are lighter and more portable than personal computers for students. Many studies have shown that computer technology based on inquiry-based learning can effectively enhance the motivation, attitudes and achievement. This study combines learning sheet with wireless network and mobile devices,and designs a digital mobile learning application based on the 5E learning for elementary aquatic. This experiment find out the effects of learning achievement and classroom environment via digital mobile learning application.
The results show that mobile learning sheet can improve learning achievement and awareness of aquatic environment conservation. However, the research system combined with 5E model is more suited active learners than reflective learners. In addition,mobile learning sheet can improve student cohesiveness,involvement,investigation,cooperation,but can’t enhance Teacher support,task orientation and equity. We could develop teachers’ edit system in the future research, and combine with a effective teaching procedure to apply to the others inquiry-based subject.
關鍵字(中) ★ 學習風格
★ 行動學習
★ 科學教室環境量表
★ 5E教學策略
關鍵字(英) ★ Learning styles
★ WIHIC
★ mobile learning
★ 5E Model
論文目次 摘 要 i
ABSTRACT ii
誌謝 iii
目 錄 iv
圖目錄 vi
表目錄 vii
第一章 緒論 1
1.1 研究背景及重要性 1
1.2 研究目的 4
1.3 待答問題 4
1.4 研究範圍與限制 5
1.5 研究貢獻 5
第二章 文獻探討 7
2.1 行動學習在科學教育上的應用 7
2.2 5E教學策略 8
2.3 學習風格 9
2.4 科學教室環境量表(WIHIC) 12
第三章 研究方法 14
3.1 研究流程 14
3.2 施測流程 15
3.3 系統設計 17
3.4 研究對象與教師 24
3.5 問卷與資料處理 25
第四章  研究結果 26
4.1 學習成效分析 26
4.2 學習風格分析 27
4.3 教室互動環境分析 30
第五章  討論 39
5.1 結合行動學習單對於學習成效的影響 39
5.2 結合行動學習單對於學習成效與學習風格的關係 45
5.3 結合行動學習單對於教室學習環境的影響 46
第六章 結論與未來發展 49
6.1 結論 49
6.2 未來發展 49
參考文獻 50
附錄一 水生生物的概念理解試卷 56
附錄二 科學教室環境量表 59
附錄三 水生生物教學成效試卷 62
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指導教授 楊鎮華 審核日期 2013-7-26
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