查詢結果分析
相關文獻
- 應用運算思維學習診斷機制於STEM實作課程以促進反思學習:準實驗研究
- 文化傳承與社會批判--回顧Apel, Habermas, Gadamer, Ricoeur間的詮釋學論爭
- 社區民眾健康促進自我導向學習經驗研究--以學童母親自我導向學習急救知能為例
- 專科生對微分解題之反思
- 校內數學教師專業發展的互動模式
- 張商英〈護法論〉中的歷史思維
- 臺灣素人繪畫反思
- The Dichotomizing Views of Research Methodology on the Study of Values: Dynamic Interview and Reflective Constructing
- 水與火的交戰:透納的末世啟示
- 盛世危言--中國當代民謠與改革開放的反思
頁籤選單縮合
題名 | 應用運算思維學習診斷機制於STEM實作課程以促進反思學習:準實驗研究=Applying Computational Thinking Learning Diagnostic Mechanisms in STEM Hands-on Courses to Promote Reflective Learning: A Quasi-experimental Study |
---|---|
作者 | 李心佑; 黃悅民; | 書刊名 | 人文社會科學研究. 教育類 |
卷期 | 18:2 2024.06[民113.06] |
頁次 | 頁1-45 |
專輯 | STEM教育發展趨勢專刊 |
分類號 | 521.7 |
關鍵詞 | STEM實作課程; 運算思維; 高層次思維技能; 學習診斷; 反思; 準實驗設計; STEM hands-on courses; Computational thinking; Higher-order thinking skills; Learning diagnostics; Reflection; Quasi-experimental design; |
語文 | 中文(Chinese) |
DOI | 10.6618/HSSRP.202406_18(2).1 |
中文摘要 | 在當前教育環境中, STEM 實作課程以其融合科學, 科技, 工程與數學教育, 對於 學生高層次思維能力的培養扮演著重要角色, 這些課程旨在提供學生以問題解決為導向 的學習經驗, 進而促進批判性思考, 創造力等高層次思維能力, 然而, 傳統的 STEM 實 作教學方法在學生學習過程的追蹤與反饋機制方面存在諸多不足, 特別是在迅速識別和 解決學生在學習過程中遇到的具體問題方面, 針對上述問題, 本研究提出了一種應用運 算思維學習診斷機制於 STEM 實作課程以促進反思學習的新策略 該診斷機制通過分 析學生在課程中產生的錯誤資訊, 精確地識別學生在運算思維過程中的具體不足, 系統 會進一步根據分析結果向學生提供個性化的反饋報表, 引導學生進行深入的自我反思, 從而釐清學習障礙 並尋求改進策略 透過在 K-12 階段進行的準實驗設計 本研究比 較了基於運算思維學習診斷機制的反思學習與傳統依賴學生自我記憶進行反思的差異, 研究結果顯示 應用運算思維學習診斷機制的方法顯著提高了學生在 STEM 實作課程 中的知識建構效果以及高層次思維技能的發展, 學生不僅能夠更加有效地識別和修正學 習中的錯誤, 同時也展示了更高層次的自我反思能力, 從而促進了深度學習與持續的學 習動機 本研究的發現強調了在 STEM 實作課程中整合運算思維學習診斷機制的重要 性和有效性, 為教育實踐提供了新的視角, 特別是在提升學生自我反思與高層次思維能 力方面的應用潛力。 |
英文摘要 | In the current educational environment, STEM hands-on courses play a crucial role in fostering students’ higher-order thinking skills by integrating science, technology, engineering, and mathematics education. These courses aim to provide problem-solving-oriented learning experiences, thereby promoting critical thinking and creativity. However, traditional STEM instructional methods often fall short in tracking and providing feedback during the learning process, particularly in quickly identifying and addressing specific issues students encounter. To address these shortcomings, this study proposes a new strategy that applies a computational thinking (CT) diagnostic mechanism to STEM hands-on courses to promote reflective learning. This diagnostic mechanism accurately identifies specific deficiencies in students’ CT processes by analyzing the error information generated during the course. The system further provides personalized feedback reports based on the analysis results, guiding students to conduct in- depth self-reflection to clarify learning obstacles and seek improvement strategies. This study employed a quasi-experimental design to compare reflective learning based on the CT diagnostic mechanism with traditional reflection methods that rely on students’ self- recollection. The results indicate that applying the CT diagnostic mechanism significantly enhances students’ knowledge construction and the development of higher-order thinking skills in STEM hands-on courses. Students were not only able to more effectively identify and correct learning errors but also demonstrated higher levels of self-reflection, promoting deep learning and sustained motivation. The findings underscore the importance and effectiveness of integrating the CT diagnostic mechanism in STEM hands-on courses, offering a new perspective for educational practice, particularly in enhancing students’ self-reflection and higher-order thinking abilities. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。