English  |  正體中文  |  简体中文  |  Items with full text/Total items : 49658/84944 (58%)
Visitors : 7712729      Online Users : 81
RC Version 7.0 © Powered By DSPACE, MIT. Enhanced by NTU Library & TKU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/101851


    Title: 範例式問題導向學習策略對大學生邏輯解題表現的影響
    Other Titles: The effect of worked-example problem-based learning on university students' logical problem-solving performance
    Authors: 羅筆韓;Lo, Pi-Han
    Contributors: 淡江大學教育科技學系碩士班
    吳純萍;Wu, Chun-Ping
    Keywords: 範例式問題導向學習;邏輯解題表現;範例;練習;worked-example problem-based learning;logical problem-solving performance;worked-examples;practice
    Date: 2014
    Issue Date: 2015-05-04 09:19:46 (UTC+8)
    Abstract: 每個人每天總是會遇到許多困難以及問題,同時無時無刻都在進行問題解決,而問題類型共十一種,而在這當中最基礎的問題類型就是邏輯問題,為了能提升學生對邏輯問題的處理能力,本研究採用問題導向學習策略作為學習的核心,希望幫助學生更容易掌握邏輯解題的關鍵技巧。然而有研究指出若在問題導向學習中加入範例指引的元素,將可能幫助學生突破困境,促進學生學習。本研究為了解在採用範例式問題導向學習策略與傳統問題導向學習策略的學習者在解題表現上是否有所差異,以60位資訊科系之大一至大四學生為研究對象,將60位學生隨機分配至傳統式問題解決組與範例式問題解決組,並採等組前後測實驗設計,探討不同學習策略(自變項)對於學生邏輯解題表現(依變項)的影響。本研究設計的學習系統提供學生觀看解題範例影片、並提供概念相同的題目做練習。相依樣本t檢定結果顯示兩組實驗組的邏輯解題後測表現皆顯著高於邏輯解題前測表現。另一方面本研究採取單因子共變數分析檢視兩組實驗組在前後測解題表現,結果顯示兩組實驗組在解題表現的成長幅度上並沒有顯著差異,表示範例的有無對於學生邏輯解題表現並沒有產生不同程度之影響。本研究根據研究結果提出兩項結論:(1)不論是範例式問題導向學習策略或是傳統問題導向學習策略,皆有助於提升受試者邏輯解題表現;(2)使用範例式問題導向學習策略或是傳統問題導向學習策略對於受試者邏輯解題表現影響程度相似。
    We are expected or required to solve diverse problems which we encounter in our daily life or work. The logical problem is the most fundamental one among those problems. Therefore, in order to increase students'' logical problem-solving performance, the problem-based Learning (PBL) has been frequently adopted to engage students in problem-solving process. Moreover, prior research studies indicate that adding the worked-out examples into PBL design facilitates students'' learning. This research aimed to explore the effects of Worked-example Problem-based Learning (WPBL) compared with conventional PBL. 60 students matriculated in information science programs from one private university were recruited and randomly assigned to the two groups: the PBL group and the WPBL group. Also, the pre-and-post test experimental design was adopted to find out if WPBL influenced students'' logical problem-solving performance. There are two conclusions drawn from the research findings: Both worked-example problem-based learning and conventional PBL can effectively enhance logical problem-solving performance. However, no significant difference in the effect brought by the WPBL compared with PBL was found.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

    Files in This Item:

    File SizeFormat
    index.html0KbHTML82View/Open

    All items in 機構典藏 are protected by copyright, with all rights reserved.


    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library & TKU Library IR teams. Copyright ©   - Feedback