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題 名 | 高中女生STEM網路專題式合作學習之研究=STEM Online Project-Based Collaborative Learning for Female High School Students |
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作 者 | 羅希哲; 蔡慧音; 曾國鴻; | 書刊名 | 高雄師大學報. 自然科學與科技類 |
卷 期 | 30 2011.06[民100.06] |
頁 次 | 頁41-61 |
分類號 | 521.58 |
關鍵詞 | STEM教育; 網路專題式學習; 合作學習; 史特林引擎; STEM education; Online project-based learning; Collaborative learning; Stirling engine; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在探討高中女生 STEM (Science, Technology, Engineering, and Mathematics) 網路專題式合作學習之互動行為、學習成效和特色。採個案研究法,以屏東市一所國立女中參加「史特林引擎專題活動」之學生為研究場域。針對表現優異的小組進行 STEM網路專題式合作學習之個案研究,該專題活動以「專案式學習知識網」做為學習情境,並以焦點團體訪談法和內容分析法做為資料蒐集與分析的方法。 研究結果發現,學生在專題活動的歷程,網路互動行為會出現計畫、發表意見、尋求意見與社會互動等四種,其中又以給予回饋、社會互動與尋求回饋等行為較為頻繁。在 STEM知識的互動層面,以科技之討論最多,其次分別為科學與工程,以數學的討論最少。就整體學習成效而言,學生能獲得正面的學習成效,且參與專題活動有助合作學習的發展,唯對數學能力的提升較為不足,且基於合作技巧的純熟度而影響學生對於合作學習的感受。網路合作學習的特色包括:(1)網路平台可做為知識分享與溝通的媒介 (2)網路專題式合作學習較傳統式學習有趣 (3)激發團體智慧,凝聚團隊共識(4)合作過程產生團體動力促進成員努力完成目標。本文最後,提出具體建議,做為日後推動 STEM網路專題式合作學習之參考。 |
英文摘要 | The purpose of this study was to explore the interactive behaviors, learning accomplishments, and features of STEM online project-based collaborative learning for female high school students. This study employed the case study method, with students who participated in the “Stirling Engine Project” in a public high school in Pingtung City as the research subjects. The teams with outstanding performance underwent the STEM online project-based collaborative learning case study. The project activity utilized the “project-based learning knowledge web” as the learning context, and focus group interviews and content analysis were used as the methods for data collection and analysis. Research results showed that in the process of project-based activities, students exhibited four types of behaviors in their online interaction, which are planning, expressing opinions, seeking opinions, and social interaction. Moreover, the case team exhibited behaviors, such as giving feedback, social interaction, and seeking feedback the most often. In terms of interaction with STEM knowledge, most discussion was based on technology, followed by science and technology; mathematics was the least discussed. In terms of overall learning accomplishments, most students gained positive learning accomplishments, and participation in the project-based activities also contributed to the development of collaborative learning. However, elevation of mathematical ability was less sufficient, and the degree of familiarity with collaborative techniques also affected students’ feelings toward collaborative learning. The features of online collaborative learning included: (1) the online platform could act as a medium for knowledge-sharing and communication; (2) online project-based collaborative learning was more interesting than traditional learning; (3) inspiration of group wisdom and creation of group consensus; and (4) the collaborative process created group motivation, which prompted members to work hard to meet the objective. Finally, this study proposed concrete suggestions to serve as references for the future promotion of STEM online project-based collaborative learning. |
本系統中英文摘要資訊取自各篇刊載內容。