線上歷史探究系統對中學生歷史思維與探究學習成效分析;Analysis of the Learning Effectiveness of an Online Historical Inquiry System on Secondary School Students′ Historical Thinking and Inquiry

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題名:	線上歷史探究系統對中學生歷史思維與探究學習成效分析;Analysis of the Learning Effectiveness of an Online Historical Inquiry System on Secondary School Students′ Historical Thinking and Inquiry
作者:	郭正謙;Kuo, Cheng-Chien
貢獻者:	網路學習科技研究所
關鍵詞:	探究式學習;歷史思維;線上學習平台;Inquiry-Based Learning;Historical Thinking;Online Learning Environment
日期:	2023-06-28
上傳時間:	2024-09-19 16:55:51 (UTC+8)
出版者:	國立中央大學
摘要:	本研究設計了一個以海盜為主題的歷史探究學習平台，學習者可以透過此平台學習到歷史思維及探究的相關概念，平台以網頁的形式開發，為學生提供一個線上、自主學習歷史的環境。學生可以根據自己的興趣和方向進行探究，在系統中自由的探索歷史資料，蒐集史料證據，解釋分析歷史資料，最後與小組內的成員討論並把結果歸納於學習單中。探究過程總共花費了兩個小時，採用引導式探究的模式，研究結果以質性研究為主、量化問卷為輔的方式進行分析，質性研究的部分蒐集學生在系統中的調查書以及小組學習單中的探究結果，根據調查書中以及學習單中的內容分析在進行歷史探究的過程中學生是否能夠有效地透過問題、蒐集資料、分析資料、評估資料的可靠性、以及從中得出結論，理解歷史事件的脈絡，並且能夠將事件置於其相應的時代和背景下來進行分析和評估，來探討學習者所探究的內容。量化問卷的部分蒐集學生在歷史思維前後測中的數據以及系統滿意度問卷中的回饋，透過歷史思維前後測分析學生在經過完整的歷史探究歷程後，學生對於歷史思維的學習狀況，並針對不同思維的題目面向分析學生的表現。在系統滿意度問卷的部分，則是針對系統的內容豐富度、系統功能性、以及學生對於整體的滿意度，研究者根據問卷結果中的回饋分析改善系統，在未來的設計上讓學生有一個更方便的學習環境。研究結果發現，學生在經歷完整的歷史探究過程後，在歷史思維的表現上有了進步，尤其在「歷史時序」、「歷史分析與解釋」方面的觀念提升明顯。在探究內容方面，每個小組都呈現了不同的探究方向以及歷史思維能力的展現，能夠獨立完成歷史探究，並對不同的海盜有獨特的觀點和看法。在系統的評估上，學生對於此系統的功能、內容的豐富度、以及系統的整體感受上給予相當高的評價。 ;This study designed a history exploration learning platform with the theme of pirates, through which learners can learn historical thinking and exploration-related concepts. The platform was developed in the form of a website to provide students with an online and self-directed learning environment for history. Students can explore historical data freely according to their interests and directions, collect historical evidence, interpret and analyze historical data, and finally discuss and summarize the results in their learning worksheets with their group members. The exploration process took two classes and adopted a guided inquiry mode. The research results were mainly analyzed through qualitative research and supplemented by quantitative questionnaires. For the qualitative research part, student investigation reports in the system and exploration results in group learning worksheets were collected. Based on the content analysis of the investigation reports and worksheets, the study analyzed whether students can effectively use questions, collect data, analyze data, evaluate the reliability of data, and draw conclusions from them, understand the context of historical events, and analyze and evaluate events within their corresponding era and background to explore the content they investigated. For the quantitative questionnaire part, data from the historical thinking pre- and post-tests and system satisfaction questionnaire were collected. Through the historical thinking pre- and post-test analysis, the study analyzed students′ learning status of historical thinking after a complete historical exploration process and their performance on different aspects of thinking questions. As for the system satisfaction questionnaire, it focused on the richness of the system′s content, functionality, and overall satisfaction of the students. Based on the feedback from the questionnaire, the researchers analyzed and improved the system to provide students with a more convenient learning environment in the future. The research found that after going through a complete historical exploration process, students improved their performance in historical thinking, particularly in the concepts of "historical chronology" and "historical analysis and interpretation." Regarding the exploration content, each group presented different exploration directions and demonstrated their historical thinking abilities, being able to independently complete historical exploration and having unique views and opinions on different pirates. In terms of system evaluation, students gave a relatively high rating to the functionality, richness of content, and overall feeling of the system.
顯示於類別:	[網路學習科技研究所 ] 博碩士論文

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