博碩士論文 101524001 詳細資訊




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姓名 鄭茜羽(Chien-yu Cheng)  查詢紙本館藏   畢業系所 網路學習科技研究所
論文名稱 以鷹架為基礎之科展探究系統平台之開發與評估
(Development and evaluation of the Online Science Fair Inquiry System based on scaffolding design)
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摘要(中) 探究(inquiry)是現代科學教育的重要核心,而探究學習活動會隨著開放程度有所不同,目標希望學習者有能力進行「開放式探究」(open inquiry)。科學展覽(Science Fair)是探究學習活動中最常見的開放式探究活動。然而,科展活動在台灣的教育現場面臨許多困難與挑戰,沒有經驗的教師無法有效引導學生進行探究活動,而且專業知能不足的教師無法建立學生對於科學展覽的概念。為了幫助科展探究的教與學,本研究主要的目有兩個,一為進行「網路科展探究系統」(Online Science Fair Inquiry System,OSFIS)的改版,以提供教師進行科展探究教學、學生進行科展探究所需要的各種鷹架;二為評估OSFIS是否能符合科展教師的需求。本研究研究對象為61名國小教師,採用調查研究法的問卷調查法,評估國小教師對於OSFIS的感知。研究結果發現現場國小教師對於OSFIS的「使用意願」、「整體知覺有用性」、「整體知覺易用性」、「探究歷程架構之有用性」、「鷹架功能之有用性」都是給予正面回饋;此外更進一步分析,發現在不同專業背景、不同網路教學經驗、在網路教學環境中的自我效能程度與對學生表現的信心程度可能會有影響科展教師對於OSFIS的感知。
摘要(英) Science fair inquiry (i.e., doing science fair projects) is one of the most common open inquiry learning activities in schools. By doing science fair projects, learners can develop their ability necessary to do scientific inquiry as well as understanding about scientific inquiry. However, there are a great deal of difficulties and challenges for the elementary teachers in Taiwan, such as they may not have sufficient professional ability in guiding learners to conduct science fair inquiry activities effectively. To scaffold teachers’ instruction and students’ learning in science fair inquiry, the “Online Science Fair Inquiry System” (OSFIS) was developed in this study. After the development of the OSFIS, a series of system evaluations on it was conducted with questionnaire survey. The participants of the system evaluation in this study were 61 elementary school teachers. In general, the participant teachers expressed satisfactory perceived usefulness and ease of use of the OSFIS, and were highly tended to use the OSFIS in their science fair instruction. Also, they recognized the usefulness of both the instructional and learning scaffoldings provided in the OSFIS. Moreover, this study revealed that the teachers’ academic backgrounds, experience on using the Internet for teaching, and their self-efficacy may play roles in their perceptions of using the OSFIS. Suggestions and implications for educational practices, system design, and future research are also discussed in this study.
關鍵字(中) ★ 科學展覽
★ 探究
★ 網路科展探究系統
★ 科技增進工具
★ 鷹架
關鍵字(英) ★ Science fair
★ Science fair inquiry
★ Online Science Fair Inquiry System
★ Technology-enhanced inquiry tools
★ Scaffolding
論文目次 摘要 I
Abstract II
致謝詞 III
目錄 IV
表目錄 VIII
圖目錄 X
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 3
第三節 研究問題 4
第四節 名詞釋義 5
第五節 研究限制 7
第二章 文獻探討 8
第一節 探究與科展活動 8
壹、 什麼是「探究」? 8
貳、 探究在科學教育上的意涵 9
參、 探究的歷程與開放程度 10
肆、 科學展覽活動教與學之現況 13
伍、 小結 14
第二節 資訊科技輔助探究教學 15
壹、 科技增進探究工具 15
貳、 支援探究教與學之鷹架工具 16
參、 小結 17
第三節 相關系統分析與比較 19
壹、 相關系統介紹 19
貳、 相關系統比較 23
第四節 綜合探討 24
第三章 系統設計與實作 25
第一節 系統開發方式 25
壹、 系統開發人員架構 25
貳、 系統開發流程 26
第二節 系統設計規劃 27
壹、 系統設計之特色 27
貳、 探究架構設計 27
參、 系統流程設計 30
肆、 系統鷹架功能設計 32
第三節 系統架構與系統功能模組 38
壹、 系統架構 38
貳、 系統功能模組 40
參、 系統模組與鷹架功能對應關係 46
第四節 系統配置 49
壹、 硬體設施 49
貳、 軟體設施 49
參、 使用環境建議 49
第五節 系統介面與角色功能畫面 50
壹、 系統介面設計 50
貳、 系統流程畫面說明 52
參、 學生端功能畫面說明 59
肆、 教師端功能畫面說明 68
第四章 研究方法 80
第一節 研究對象 80
壹、 教師基本資料 80
貳、 教師之科展教學經驗 82
參、 教師之網路輔助教學相關經驗 83
第二節 研究流程 84
第三節 系統評估流程 85
第四節 研究工具 86
壹、 教師對於「網路科展探究系統」之科技接受度量表 86
貳、 教師對於「網路科展探究系統」探究歷程架構之知覺有用性量表 86
參、 教師對於「網路科展探究系統」鷹架功能之知覺有用性量表 87
第五節 資料處理與分析 90
第五章 結果與討論 91
第一節 國小教師對於OSFIS之整體知覺有用性與整體知覺易用性 91
壹、 整體知覺有用性 91
貳、 整體知覺易用性 92
參、 小結 93
第二節 國小教師對於OSFIS之支持探究教與學的知覺有用性 94
壹、 探究架構知覺有用性之學生探究學習 94
貳、 探究架構知覺有用性之老師探究教學 95
參、 小結 96
第三節 國小教師對於OSFIS之鷹架功能的知覺有用性 97
壹、 鷹架功能知覺有用性之學生探究學習 97
貳、 鷹架功能知覺有用性之教師探究教學 101
參、 小結 105
第四節 國小教師對於OSFIS之整體使用意願及可能影響的原因 106
壹、 系統整體使用意願 106
貳、 影響教師使用意願之原因探討 106
參、 小結 109
第五節 不同背景變項的國小教師對於OSFIS之感知差異 110
壹、 不同性別之國小教師對於OSFIS的感知差異 110
貳、 不同學歷之國小教師對於OSFIS的感知差異 111
參、 不同自然科教學年資之國小教師對於OSFIS的感知差異 112
肆、 不同專業背景之國小教師對於OSFIS的感知差異 113
伍、 不同科展指導經驗之國小教師對於OSFIS的感知差異 115
陸、 不同網路教學經驗之國小教師對與OSFIS的感知差異 116
柒、 使用網路教學具備不同自信程度之國小教師對於OSFIS的感知差異 118
捌、 對於學生在網路學習中的表現具不同信心程度之對於OSFIS的感知差異 119
玖、 小結 121
第六節 國小教師對於OSFIS之系統改進建議 124
第六章 結論與建議 126
第一節 結論 126
壹、 對參與本研究教師的觀點,覺得OSFIS支援科展探究的教與學是有用的 126
貳、 對參與本研究教師的觀點,覺得OSFIS是容易學習與使用的 126
參、 對參與本研究教師的觀點,覺得OSFIS提供的探究架構對於老師與學生是有用的 126
肆、 對參與本研究教師的觀點,覺得OSFIS提供的鷹架功能對於學生和老師是有用的 126
伍、 對參與本研究教師的觀點,覺得國小教師普遍願意使用OSFIS指導科展 127
陸、 不同背景變項的國小教師,對於OSFIS的感知差異 127
第二節 建議 129
壹、 教學實務建議 129
貳、 系統設計與改良建議 129
參、 未來研究建議 130
參考文獻 131
附錄 136
附錄一 教師背景問卷 136
附錄二 教師對於「網路科展探究系統」之科技接受度問卷 137
附錄三 「網路科展探究系統」探究架構之知覺有用性問卷 138
附錄四 「網路科展探究系統」學生鷹架功能之知覺有用性問卷 139
附錄五 「網路科展探究系統」老師鷹架功能之知覺有用性問卷 141
附錄六 其他回饋問卷 143
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指導教授 吳穎沺(Ying-tien Wu) 審核日期 2014-7-18
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