以概念圖探討網路群組學習的知識建構過程

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Title:	以概念圖探討網路群組學習的知識建構過程
Other Titles:	The study of knowledge construction process in computer support collaborative learning adopt concept map
Authors:	黃冠男;Huang, Kuan-nan
Contributors:	淡江大學資訊管理學系碩士班游佳萍;Yu, Chia-ping
Keywords:	網路群組學習;知識建構過程;概念圖;內容分析;Computer Support Collaborative Learning;Knowledge Construction Process;Concetp Map;Content Analysis
Date:	2008
Issue Date:	2010-01-11 04:51:24 (UTC+8)
Abstract:	本研究以概念圖與內容分析方法為分析工具，瞭解學習者在網路群組學習環境的互動過程。因為概念圖可衡量學習者學習成效的特性，分析學習者在知識建構過程中，各階段的互動討論方式，而內容分析方法，則可分析學習者如何在不同任務類型的議題中，建構知識的過程與學習方式。首先，研究結果顯示大部份的學習者在網路群組學習環境下，採用「階層」及「關係」等縱向聯結的思考模式，較少有發揮聯想力的「舉例」及橫向聯結「交叉聯結」的思考模式。透過概念圖得分的比較可發現不同的討論議題與概念圖之間，似乎沒有太大的關聯。因此，建議教學者在授課時，除了維持學習者對於議題的概念關係聯結與舉例的技巧，需要更進一步鼓勵學習者發展或練習使用「階層」的討論技巧。其次，學習者在網路群組的學習過程中，討論活動主要出現在知識建構第一階段的資訊分享或比較，較少有第四階段的共識測試或修改，顯示網路群組學習比較欠缺此階段的活動，也是日後應該要繼續努力與改進的方向。第三，在網路群組學習環境下，學習者無論在第一階段的知識分享與比較，或是第二階段的溝通協調上，較常使用到「階層」的討論方式，對於「關係」這項學習技巧拿手的學習者，也比較容易達成議題的總結及得出共識。因此，建議教學者可以多多提供「關係」上的練習教材，讓學習者能夠學習下結論，並增加學習者舉一反三的思考或是橫向概念的聯結。其他部分的研究結果如下所述：(1)任務類型：學習者在面對各類型的任務時，也都有不同的討論方式。(2)小組成員的性別差異：單一性別的小組，在學習方法上較為簡單，男女混合的小組，在學習行為上就比較多樣化。(3)編碼句數的多寡／概念圖之分析：會對教學者的評量成績有影響，但沒有絕對必然的關係。最後，在後續研究上，本研究建議教學者可採用將男女生混合的分組方式，瞭解學習者在網路群組互動的學習成效是否會受到影響而有所改變。或是在教學的過程中，透過概念圖作為教學與學習輔助的工具，以觀察學習者是否有更豐富的學習策略與成效。 In order to concept may can measure and analyze the performance of learner and demonstrate knowledge construction process in different stage; and content analysis technique can analyze learners construct knowledge how to build in different kind of knowledge, therefore, this study use these two method to investigate the computer support collaborative learning (CSCL). Firstly, a numbers of learners use “hierarchies” and “relationships” to discuss and share information more than they use “examples” and “cross-links” in the CSCL environment. Then, there are only few relations between the issues of discussion and concept map. For this reason, this study suggests that teacher should emphasize both “examples” and “cross-links” in the teaching process, then, motivate learners practice to use “hierarchies” skill. Secondly, the discuss activities only appear in the first stage of knowledge construction (share or compare information), but the forth stage of knowledge construction (revise opinions). It should be emphasize in the future. Thirdly, learners often use “hierarchies” method to discuss both in the first and second stage of knowledge construction. Meanwhile, some learners who use “relationships” method could perform the conclusion more easily. In view of this, we suggest teacher can provide many practices of “relationships” and learners can produce many ideas and horizontal concept linkages in this learning environment. On the other hand, this study find that: (1) task type: learners have different discuss strategy in different task type; (2) gender gap: mixed gender team whose learning strategies much more than single gender team; (3) analysis of coding number/ concept map: will be influence the measure score of teacher’s but not absolutely. Finally, this study suggests that: (1) teacher can use mixed gender team to investigate the learning performance will be better or not in the CSCL environment; (2) learners will with/not more learning strategies or performance, if use concept map be the teaching and learning auxiliary tool in the teaching process.
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