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    Title: 行動科技融入濕地生態專題學習之學習成效
    Other Titles: The learning achievement of wetland project-based learning with mobile technology
    Authors: 李容萱;Lee, Jung-Hsuan
    Contributors: 淡江大學教育科技學系碩士班
    張瓊穗
    Keywords: 專題學習;行動學習;濕地生態教育;學習成效;Project-Based Learning;Mobile Learning;wetland education;learning achievement
    Date: 2011
    Issue Date: 2011-12-28 17:28:13 (UTC+8)
    Abstract: 由於資訊科技發展,科技融入教學廣泛應用,行動科技搭配無線網路環境是未來學習的新趨勢,利用行動科技的行動性與便利性,促進終身學習環境發展,本研究試圖將行動科技融入強調實際探索的環境專題學習,以專題學習策略整合行動科技與環境議題,探討行動科技融入濕地生態專題學習之學習成效,包括認知、情意、能力三個方面。
    本研究以某大學教育相關科系大二選修課學生為研究對象,共20位學生選修,男生3人,女生17人,由概念圖、問卷、企畫書、濕地探索影片、學生自我反思記錄、研究者專題觀察表、訪談等資料蒐集分析,探討本研究目的。
    本研究結果發現:
    一、本次活動可以提升學生的濕地認知,搭配學生自我反思記錄、訪談資料分析了解從做中學的過程中,也可以提升學生對濕地環境保育的意識。
    二、學生對本次活動普遍感到滿意,包括學習動機、人際關係、行動專題能力、行動學習等四個面向。
    三、本次活動對學生多媒體專題企畫、多媒體專題報告、團隊合作能力表現具有正面影響,但是,由訪談結果也發現學生在課前學習態度的訓練相當重要,可能因為部分同學被動的學習態度影響到其他積極參與的同學學習。
    With the development of information technology, the technology integrated instruction is more widely applied. The mobile devices and wireless network learning environment become the brand new learning trend of the future. The era of the Worldwide Mobile Network has come. The development of lifelong learning environment is speeding up by the mobility and convenience of mobile devices. Driven by project-based strategy, this study aims to integrate mobile technology into environmental education which emphasis on outdoor learning and field trip. The purpose of this study was to investigate student’s learning achievement of Wetland Project-based Learning with Mobile Technology.
    This study adopted both qualitative and quantitative research methods. It was collected from twenty university students including 3 boys and 17 girls. This data were complied with concept mappings, questionnaires, portfolio as well as researchers’ observation, interviews and self-reflection.
    The following were the finding of this research:
    1. The wetland PBL was helpful for students’ concept with mobile technology. The research showed that bear good comprehension in relation to wetland conservation.
    2. Students were satisfied with wetland PBL, including four aspects of motivation, interpersonal relationships, project learning ability and mobile learning.
    3. The wetland PBL gave students helpful approach according to the activities of Multimedia plan, presentations and team work. In addition, it’s important for students’ attitude behaving as a result some positive students would be effected by the passive students.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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