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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/31395

    Title: 運用問題導向學習模式於「質性研究課程」之學習歷程與成效
    Other Titles: A study of the learning process and effectiveness of applying problem-based learning model on qualitative research course
    Authors: 吳香儀;Wu, Hsiang-yi
    Contributors: 淡江大學教育科技學系碩士班
    施如齡;Shih, Ju-ling
    Keywords: 質性研究;問題導向學習;學習歷程;學習成效;Qualitative Research;Problem-Based Learning;Learning Process;Learning Effectiveness
    Date: 2008
    Issue Date: 2010-01-11 00:38:28 (UTC+8)
    Abstract: 質性研究在教育領域的應用,正在推廣並逐步地受到重視。然而,當質性研究漸形重要,「質性研究的初探者」(意指「質性研究」領域的入門者,在本研究中特指修讀「質化研究入門」課程的學生)卻明顯地有認知不足的現象,使得質性研究論文的產出,品質良莠不齊。有鑑於此,本研究欲藉著問題導向學習(Problem-based Learning,簡稱PBL)的模式進行課程設計,引導學習者有計劃的進行研究設計、資料蒐集與分析,等各個步驟的研究工作,進而整合成「研究型問題導向學習」(Research Problem-based Learning,簡稱RPBL),以資提升研究者完成各項研究工作的效率。
    The use of qualitative research in the education domain is gradually gaining attention. However, novice for qualitative research has insufficient knowledge that the quality of their research thesis often needs more improvement. In view of this, this research use Problem-Based Learning (PBL) instructional model to design the Qualitative Research Course and generate a Research Problem-Based Learning (RPBL) process to guide students through the research process. It is hoped that researchers can complete research work more effectively, and their cognitive, affective, and skill levels in conducting qualitative research can be improved.
    There are seven steps for RPBL, which include Pose Problem, Identify Problem, Define Problem, Exploration, Solution, Discussion and Evaluation. Learning content and tasks are designed accordingly. The instructional design was implemented in the “Introduction to Qualitative Research” course in Tamkang University. Bloom’s (1956) education objectives are used for the design of a two-way table as the heuristics for evaluation.
    From class observation, activities photo taking, video recording, and after-class interviews as well as worksheets, researcher gain in-depth understanding of the students’ performance, social interaction, and response in the process of learning.The results show that students’ cognitive performance grow along the progress of course, and their affective condition change from resistance to adaptation and creation, that their skills performance show they can make the best use of hand tools and resources to collect information to answer research questions. This has fully demonstrated RPBL mode has positive effects on teaching and learning.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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