網頁式科學探究評量實驗編輯系統之研製

以作者查詢圖書館館藏

、以作者查詢臺灣博碩士

、以作者查詢全國書目

、勘誤回報

、線上人數：16

、訪客IP：18.117.9.186

姓名

鄭嘉凱(Chia-Kai Cheng) 查詢紙本館藏

畢業系所

資訊工程學系在職專班

論文名稱

網頁式科學探究評量實驗編輯系統之研製
(Design and Implementation of a Web-Based Authoring System to support Scientific Inquiry Assessment Experiments)

相關論文

★ 應用智慧分類法提升文章發佈效率於一企業之知識分享平台	★ 家庭智能管控之研究與實作
★ 開放式監控影像管理系統之搜尋機制設計及驗證	★ 資料探勘應用於呆滯料預警機制之建立
★ 探討問題解決模式下的學習行為分析	★ 資訊系統與電子簽核流程之總管理資訊系統
★ 製造執行系統應用於半導體機台停機通知分析處理	★ Apple Pay支付於iOS平台上之研究與實作
★ 應用集群分析探究學習模式對學習成效之影響	★ 應用序列探勘分析影片瀏覽模式對學習成效的影響
★ 一個以服務品質為基礎的網際服務選擇最佳化方法	★ 維基百科知識推薦系統對於使用e-Portfolio的學習者滿意度調查
★ 學生的學習動機、網路自我效能與系統滿意度之探討-以e-Portfolio為例	★ 藉由在第二人生內使用自動對話代理人來改善英文學習成效
★ 合作式資訊搜尋對於學生個人網路搜尋能力與策略之影響	★ 數位註記對學習者在線上學習環境中反思等級之影響

檔案

[Endnote RIS 格式]

[Bibtex 格式]

[相關文章]

[文章引用]

[完整記錄]

[館藏目錄]

[檢視]

[下載]

本電子論文使用權限為同意立即開放。
已達開放權限電子全文僅授權使用者為學術研究之目的，進行個人非營利性質之檢索、閱讀、列印。
請遵守中華民國著作權法之相關規定，切勿任意重製、散佈、改作、轉貼、播送，以免觸法。

摘要(中)

目前科學探究式學習(Scientific Inquiry-Based Learning)已經廣受到重視，其目的在於能使學生發展科學探究的知識與理解，就像了解科學家如何研究自然世界一樣。因此，如果學生能具備科學探究的能力(Scientific Inquiry Ability)，則他們便能進行研究、從不同的資源中收集證據、從資料中發展解釋、去為所作的結論作說明與答辯。基於此原因，教師應該教導學生不只去學習到概念上的知識，也應該要習得科學探究的能力。因此，要如何評量學生的科學探究能力，對於培養探究式的學習(Inquiry-based Learning)來說是必須與重要的。一般來說，紙筆測驗(Paper-and-Pencil Test)是一個評量學生科學探究知識(Scientific Inquiry Knowledge)的合適方式，但此方式卻不易於評量出關於科學探究之高階能力的學習問題，例如: 程序性知識(Procedural Knowledge)、問題解決能力(Problem Solving)、與統整能力(Integrative Abilities)等等。雖然虛擬與網頁式互動學習系統能用來強化科學探究的學習成效，但其仍需要針對學生歷程資訊進行手動評量與分析。這對教師而言亦是困難與耗時的。而利用編輯工具(例如: Flash)所開發之互動式科學探究評量實驗內容，雖可讓學生進行探究實驗的虛擬操作，以評測學生的科學探究能力與學習問題，但這些工具通常缺乏對自動評量診斷分析的支援，故教師仍須手動分析評量歷程。且開發科學探究評量內容並非易事，對教師而言仍皆是耗時與耗工之事。
因此，如何讓教師能有效率地建構互動式科學探究評量實驗，以及可於評量實驗中依據評量需求定義評量知識，以可支援自動評量診斷分析處理，以提高教師進行探究式學習與評量內容建置與教學效率，以及學生在探究式學習上的學習成效，便成為本研究的主要研究目標。所以，本研究研發了一套網頁式科學探究評量實驗編輯系統(Web-Based Authoring System of Scientific Inquiry Assessment ExperIments, WASSAI)，其基於物件導向設計方法(Object Oriented Design Appraoch, OODA)概念與應用規則式控制方法(Rule-Based Control Approach, RBCA)來規劃物件資料模型架構，以支援物件的再利用性(Reusability)與延伸性(Extensibility)。此系統可讓教師能針對自我的評量需求，透過網頁式編輯模式來利用，具高再利用性的物件架構來進行編輯、再利用與重組物件，以建構所需的互動式科學探究評量實驗內容。並可依學科領域來編輯與設定評量實驗中所相關的評量知識(Assessment Knowledge)，作為自動化評量診斷分析之依據，以支援評量實驗的可診斷性(Diagnosibility)，來即時地提供學生個人化的科學探究評量診斷報告，以提高教師建構科學探究評量實驗的易用性與效率，並提高教師分析學生評量歷程的效率與學生的探究學習成效。

摘要(英)

In the recent years, scientific inquiry-based learning, which aims to develop students’’ scientific knowledge and inquiry skills in the nature world, has become more and more important. With scientific inquiry skills, students are able to conduct investigation, collect evidence from various sources, explain the data, and conclude their findings. Thus, how to evaluate the abilities of scientific inquiry is an important issue. Traditional paper-and-pencil tests are mature to evaluate students’’ declarative knowledge of science, but this static method is difficult to assess students’’ skills of scientific inquiry, such as the procedural knowledge, the problem solving abilities, and the integrative abilities. Many researchers constructed virtual laboratory systems to facilitate teaching and evaluating scientific inquiry skills, but developing these systems by using programming tools, such as Flash, is very costly and difficult for teachers.
Besides, because existing virtual laboratory systems lack the mechanisms of automatically diagnosing students inquiry skills, analyzing students’’ inquiry portfolios to discover their learning barriers is also time consuming and costly for teachers. Therefore, this study aims to propose a scientific inquiry assessment authoring tools, which can facilitate teachers to efficiently construct scientific inquiry tests and these tests can be used to test and automatically diagnose students’’ scientific inquiry abilities. In this thesis, a Web-based Authoring System of Scientific inquiry Assessment experIments (WASSAI), which represents the experimental environments based on Object-Oriented Design Approach (OODA) concept and Rule-Based Control Approach (RBCA), is proposed to facilitate teachers to construct scientific inquiry assessment experiments by enhancing the reusability and extensibility of virtual experimental objects. Moreover, teachers can predefine the relations between students’’ inquiry behavior patterns and the corresponding subject concepts and skills of scientific inquiry to support automatic learning diagnosis.

關鍵字(中)

★ 網頁式編輯系統
★ 互動式評量實驗
★ 科學探究
★ 物件導向設計
★ 規則式控制

關鍵字(英)

★ interactive assessment experiment
★ scientific inquiry
★ rule-based control
★ object-oriented design
★ web-based authoring systems

論文目次

目錄
摘要 ii
Abstract iv
致謝 vi
表目錄 x
圖目錄 xi
第一章　緒論 1
1.1 引言 1
1.2 動機 2
1.3 目的 4
1.4 論文架構 6
第二章　背景知識介紹 7
2.1 科學探究評量(Scientific Inquiry Assessment) 7
2.2 虛擬與網頁式互動學習環境(Virtual and Web based Interactive Learning Environments) 9
2.3 網頁式互動式學習內容編輯工具 11
2.4 以本體論(Ontology)為主的數位學習系統 14
2.5 知識概念本體架構於適性化學習、評量與歷程診斷模式 15
第三章　網頁式科學探究評量實驗編輯系統 (Web-Based Authoring System of Scientific Inquiry Assessment ExperIments, WASSAI) 19
3.1 問題說明(Problem Description) 19
3.2 系統架構 24
3.3 評量實驗知識表示定義(Knowledge Representation Definition Phase of Assessment Experiment) 28
3.3.1 評量實驗資料模型(Assessment Experiment Data Model) 28
3.3.2 評量實驗包裝(Assessment Experiment Package) 46
第四章　WASSAI系統之評量實驗建立階段(Construction Phase of Assessment Experiment in WASSAI) 48
4.1 實驗情境編輯模組 48
4.1.1 物件編輯 48
4.1.2 規則編輯階段 50
4.1.3 動作編輯階段 50
4.1.4 實驗情境編輯處理流程 51
4.2.1實驗概念編輯階段 54
4.2.2 評量規則編輯階段 55
4.2.3 實驗評量知識編輯的處理流程 56
4.2.4實驗評量知識之XML資料格式定義 57
第五章　WASSAI系統之評量實驗執行階段(Execution Phase of Assessment Experiment) 59
5.1 評量實驗施測模組 59
5.2 評量歷程包裝模組 60
5.3 科學探究評量報告檢視模組 61
第六章　實作與驗證 63
6.1 系統實作 63
6.1.1系統發展工具與環境 63
6.1.2各模組功能畫面與畫面說明 65
6.2 案例探討 70
6.2.1 科學探究評量實驗1-蒸散作用1 70
6.2.2 科學探究評量實驗2-蒸散作用2 74
6.2.3 科學探究評量實驗3-葡萄糖的測定 76
6.3 實驗與驗證 80
6.3.1 WASSAI系統之物件利用率分析 80
6.3.2 WASSAI系統之系統易用性(SUS)、認知負荷分析與使用滿意度分析 86
第七章　結論與未來發展 89
7.1 結論 89
7.2 未來發展 89
參考文獻 90

參考文獻

參考文獻
[1] M. H. Abel, A. Benayache, D. Lenne, C. Moulin, (2004). “Ontology-based Organizational Memory for e-learning”, Journal of Education Technology & Society, 2004.
[2] Chang, C.K., Chen, G.D. and Ou, K.L. (1998),“Student Portfolio Analysis for Decision Support of Web Based Classroom Teacher by Data Cube Technology”, Journal of Educational Computing Research, Vol. 19, No. 3.
[3] Chang, K-E., Liu, S-H., & Chen, S-W. (1998). A testing system for diagnosing misconceptions in DC electric circuits. Computer & Education, 31, 195-210.
[4] Chen, G.D., Liu, C.C., Ou, K.L. and Liu, B.J. (2000), “Discovering Decision Knowledge From Web Log Portfolio for Managing Classroom Processes by Applying Decision Tree and Data Cube Technology”, Journal of Educational Computing Research, Vol. 23, No. 3 , 2000, pp. 305-332.
[5] ChemCollective, (2010), http://www.chemcollective.org/
[6] Chu, H. C., Hwang, G. J., & Huang, Y. M. (2010). An enhanced learning diagnosis model based on concept effect relationships with multiple knowledge levels. Innovations in Education and Teaching International, 47(1), 53–67.
[7] Collins, A. (1991). The role of computer technology in restructuring schools. Phi Delta Kappan, 73(1), 28-35
[8] R. Denaux , V. Dimitrova and L. Aroyo, (2005). “Integrating Open User Modeling and Learning Content Management for the Semantic Web”, Proceedings of UM, 2005.
[9] S. Dehors, C. Faron-Zucker, R. Dieng-Kuntz, (2006). QBLS:Semantic Web Technology for E-learning in Practice , In 15th International Conference on Knowledge Engineering and Knowledge Management, Czech Republic, 2nd-6th October 2006
[10] Dalgarno, B., Bishop, A.G., Adlong, W., Bedgood Jr., D.R., Effectiveness of a Virtual Laboratory as a preparatory resource for Distance Education chemistry students, Computers & Education, 2009.
[11] Ejs, (2011), Easy Java Simulatio (Ejs), http://www.um.es/fem/Ejs/
[12] Flash, (2011), Adobe Flash, http://www.adobe.com/products/flash.html
[13] RPG-Maker, (2011), http://www.rpgmakerweb.com/
[14] Scratch (2011), http://scratch.mit.edu/
[15] H. Funaoi, E. Yamaguchi, S. Inagaki, (2002) ”Collaborative concept mapping software to reconstruct learning processes”, Computers in Education, Proceedings. International Conference on 3-6 Dec. 2002 Page(s):306 - 310 vol.1, 2002.
[16] Hameed, H., Hackling, M. W., & Garnett, P. J. (1993). Facilitating conceptual change in chemical equilibrium using a CAI strategy. International Journal of Science Education, 15(2), 221–230.
[17] Hsu, Y.S., Wu, H.K., and Hwang, F.K., “Fostering High School Students’ Conceptual Understandings About Seasons: The Design of a Technology-enhanced Learning Environment. Res Sci Educ (2008) 38:127–147.
[18] Hwang, G.J. (2003). A concept map model for developing intelligent tutoring systems. Computers & Education, 40, 217–235.
[19] G.J. Hwang, C.L. Hsiao, and C.R. Tseng, (2003)“A Computer-Assisted Approach to Diagnosing Student Learning Problem in Science Course.” Journal of Information Science & Engineering, 19(2), 229-248, 2003.
[20] Matthews, M., Pharr,W., Biswas, G., Neelakandan, H. (2000), USCSH: an active intelligent assistance system. Artif. Intell. Rev. 14(1–2), 121–141.
[21] IPAT, (2007), Integrative Performance Assessments of Technology (IPAT), http://ipat.sri.com, 2007
[22] Jacobs-Sera, D., Hatfull, G.F., and Hanauer, D.I. (2009), "Active Assessment: Assessing Scientific Inquiry," Mentoring in Academia and Industry, Vol. 2, 2009, pp. 31-43.
[23] Ketelhut, D.J., Dede, C., and Clarke, J. (2010), A Multi-user Virtual Environment for Building Higher Order Inquiry Skills in Science, British journal of Educational Technology.
[24] Kim, M., & Hannafin, M. (2004). Designing online learning environment to support scientific inquiry. The Quarterly Review of Distance Education, 5(1), 1-10.
[25] Kosba, E., V. Dimitroca, and R. Boyle, Adaptive feedback generation to support teachers in web-based distance education. User Modeling and User-Adapted Interaction, 2007. 17(4), pp. 379-413.
[26] Lunsford, E., & Melear, C. T. (2004). Using scoring rubrics to evaluate inquiry. Journal of College Science Teaching, 34(1), 34–38.
[27] J.H. McClellan, L.D. Harvel, R. Velmurugan, M. Borkar, C. Scheibe, (2004) “CNT: concept-map based navigation and discovery in a repository of learning content”, Frontiers in Education, FIE 2004. 34th Annual 2004 Page(s):F1F - 13-18 Vol. 2, 2004.
[28] Mislevy, R. J., Steinberg, L. S., Almond, R. G., Breyer, F. J. & Johnson, L. (2001). Making Sense of Data from Complex Assessments(CSE Technical Report 538). http://www.cse.ucla.edu/CRESST/Reports/RML%20TR%20538.pdf.
[29] Mislevy, R. J. (2003). On the structure of educational assessment(CSE Technical Report 597). http://www.cresst.org/Reports/TR597.pdf.
[30] NAEP, (2007), National Assessment of Educational Progress, http://nces.ed.gov/nationsreportcard/
[31] NSTA, (2004), National Science Teacher Association, Scientific Inquiry, DC: National Science Teacher Association.
[32] NRC, (1996), National Research Council. National Science Education Standards. Washington, DC: National Academies Press.
[33] Joseph D. Novak (1998), Learning, creating, and using knowledge /concept maps as facilitative tools in schools and corporations. 1998.
[34] J.D. Novak and A.J. Cañas (2006), The Theory Underlying Concept Maps and How to Construct Them, Technical Report IHMC CmapTools 2006-01, Florida Institute for Human and Machine Cognition (IHMC), 2006.
[35] OECD (2003). Measuring Student Knowledge and skills-The PISA 2003 Assessment of Reading, Mathematical, Scientific, and Problem Solving Literacy. OECD, Paris, France.
[36] Panjaburee, P., Hwang, G.J., Triampo, W., & Shih, B. Y. (2010) A multi-expert approach for developing testing and diagnostic systems based on the concept effect model. Computers & Education, 55, 527-540.
[37] PISA 2003, "PISA 2003 Assessment Framework: Mathematics, Reading, Science and Problem Solving Knowledge and Skills," Organisation for Economic Co-operation and Development(OECD), http://www.pisa.oecd.org/document/29/0,2340,en_32252351_32236173_33694301_1_1_1_1,00.html
[38] PISA, (2006), Program for International Student Assessment, http://www.pisa.oecd.org
[39] D. Sampson, C. Karagiannidis, F. Cardinali, (2002). “An Architecture for Web-based e-Learning Promoting Re-usable Adaptive Educational e-Content”, Educational Technology & Society, 2002.
[40] D. F. Salisbury, (1998). “Effect drill and practice strategies,” in Instructional Designs for Microcomputer Courseware, D. H. Jonassen, ed., Lawrence Erlbaum Associates, 103-124, 1998.
[41] Salajan, F.D., Perschbacher, S., Cash, M., Talwar, R., El-Badrawy, W., and Mount, G.J. (2009), ‘Learning with web-based interactive objects: An investigation into student perceptions of effectiveness”, Computers & Education.
[42] Shepard, L.A. (1997). The Role of Classroom Assessment in Teaching and Learning. In D. Berliner & R. Calfee (eds.), Handbook of educational psychology. New York: Simon & Schuster Macmillan, pp. 1066-1097.
[43] Sternberg, J. R. (1996). Cognitive psychology. Orlando, FL: Harcourt Brace & Company.
[44] TIMSS, (2007) ,Trends in International Mathematics and Science Study, http://nces.ed.gov/timss/
[45] Windschitl, M., & Andre, T. (1998). Using computer simulations to enhance conceptual change: The roles of constructivist instruction and student epistemological beliefs. Journal of Research in Science Teaching, 35(2), 145–160.
[46] Wenning, C. (2007). Assessing inquiry skills as a component of scientific literacy. Journal of Physics Education Online, 4(2), 21–24.
[47] Yaron, D., Karabinos, M., Evans, K., Cuadros, J., Davenport, J., Leinhardt, G., Greeno, J.G., (2008), The ChemCollective Digital Library, in online conference CONFCHEM, 2008.
[48] Yaron, D., Karabinos, M., Evans, K., Cuadros, J., Davenport, J., Leinhardt, G., Greeno, J.G., “The ChemCollective Digital Library”, Journal of Chemical Education, 86(1), 132 (2009).
[49] Yaron, D., Karabinos, M., Lange, D., Greeno, J.G., and Leinhardt, G., (2010), "The ChemCollective: Virtual labs and online activities for introductory chemistry courses", Science, Vol. 328, No. 5978. April, 2010.
[50] Zachos, P. (2004). Pendulum phenomena and the assessment of scientific inquiry capabilities. Science and Education, 13, 743–756.
[51] Zachos, P., Hick, T. L., Doanne, W. E., & Sargent, C. (2000). Setting theoretical and empirical foundations for assessing scientific inquiry and discovery in educational programs. Journal of Research in Science Teaching, 37(9), 938–962.
[52] 吳坤璋、吳裕益、黃台珠，(2005)，科學探究能力測驗的編制與信、效度考驗，測驗學刊，52(2)，119-148
[53] 楊鍾鳴，(2005)，探究式實驗教學與食譜式實驗教學對國二學生探究能力、過程技能、學習成就之影響，碩士論文，科學教育研究所，國立高雄師範大學，2005
[54] 鄭湧涇，科學教學評量的理論與實際應用，http://140.122.143.143/doc/evaluate.htm (2007)
[55] 吳嘉峰，(2006)，電腦化科學問題解決測驗的發展與應用，碩士論文，測驗統計所，國立台南大學，2006
[56] 何政翰(民93), 國小數學領域電腦適性化測驗系統之建製, 國立台中師院學院數學教育系研究所碩士論文, 2004
[57] 蕭嘉琳(民90)。互動式概念關係建立輔助系統在學習診斷之應用。國立暨南國際大學資訊管理研究所碩士論文。
[58] 黃福坤, Demolab物理教學示範實驗教室網站, http://www.phy.ntnu.edu.tw/moodle/index.php, 2010.
[59] 余民寧(民86)。有意義的學習–概念構圖之研究。台北：商鼎。
[60] 陳嘉成(民87)。合作學習式概念構圖在國小自然科教學之成效研究。教育與心理研究，21，107-128。
[61] 植物根莖葉功能, (2010), 國小自然科(五上)之植物世界面面觀-植物根莖葉功能活動, 康軒教師網-國小館，http://www.945enet.com.tw/Index.asp?U_SL=E。
[62] 國小自然能力指標, (2010), 國小自然科之九年一貫能力指標, 康軒教師網-國小館，http://www.945enet.com.tw/Index.asp?U_SL=E。
[63] 郭重吉，王國華，周進洋，邱美虹，陳忠志，張俊彥，張惠博，黃台珠、黃鴻博、譚克平。科學認知與學習之全國性調查研究─先期規劃。國科會計畫報告，2008。
[64] JSP, (2011), JSP 互動百科，http://www.hudong.com/wiki/JSP。
[65] YUI, (2011), Yahoo! UI Library，http://zh.wikipedia.org/wiki/Yahoo!_UI_Library。
[66] Hibernate, (2011), Hibernate - OpenSource Project，http://www.javaworld.com.tw/confluence/display/opensrc/Hibernate。
[67] Su, J. M., Lin, H. Y., Tseng, S. S. & Lu, C. J. (2011). OPASS: AN ONLINE PORTFOLIO ASSESSMENT AND DIAGNOSIS SCHEME TO SUPPORT WEB-BASED SCIENTIFIC INQUIRY EXPERIMENTS. TOJET: The Turkish Online Journal of Educational Technology – April 2011, volume 10 Issue 2.

指導教授

楊鎮華(Stephen J.H. Yang)

審核日期

2011-7-26

推文