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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/54018

    Title: WebQuest結合Google協作平臺於地理教學之行動研究
    Other Titles: An action research of integrating Google sites with Webquest in geography teaching
    Authors: 黃美尹;Huang, Mei-Yi
    Contributors: 淡江大學教育科技學系碩士在職專班
    陳慶帆;Chen, Chin-Fan
    Keywords: WebQuest;Google協作平台;地理教學;WebQuest;Google Sites;geography teaching
    Date: 2011
    Issue Date: 2011-06-16 21:51:48 (UTC+8)
    Abstract: 本研究旨在探討國中教師運用WebQuest於Google協作平台進行地理教學活動之情形,了解學生對於Google協作平台進行WebQuest之學習歷程及感受並請專家對協作平台及學習歷程做評鑑。
    The research is aimed to investigate the use of WebQuest on Google Sites in terms of geography teaching activities, the feelings of studnets’learning process of the WebQuest on Google Sites and, and experts’ evaluation and the learning process of collaborative platform.
    Two phases are being implemented in the present study. The quantative study includes teaching activity design, self-made laerners questionnaires, evaluation questionnaires of expert, notes and other teaching reflection. On the other hand, the qualatative study is also conducted, including interviews, observations and documentary collection. The data is further analysed in the study.
    The main findings of the study show the following results:
    (A)The use of WebQuest teaching process which is in accordance to Dick & Carey’s model of instructional design is facilatative to the teaching design of WebQuest.
    (B)The use of WebQuest teaching can effectively improve the dilemma during teaching and enhance professional knowledge and background competence of teachers.
    (C)The majority of students hold positive and affirmative attitude toward the integration of WebQuest and collaboration platform teaching in geography.
    (D) The majority of scholars with professions are also positive about the integration of WebQuest and collaboration platform teaching in geography.
    (E)WebQuest teaching collaboration platform can significantly improve applications of information on geography teaching.
    Finally, based on the findings, the author of the present study provides some conclusions and constructive insights in terms of the WebQuest, geography teaching, and collaborative platform, respectively. In addition to that, limitations that can be further discussed are also mentioned for tuture studies.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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