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    Title: 電腦模擬情境中大學生思考風格對合作問題解決歷程影響之研究
    Other Titles: A case study of collaborative problem-solving process of college students with different thinking styles in a situational simulation
    Authors: 林子傑;Lin, Tzu-Chieh
    Contributors: 淡江大學教育科技學系碩士班
    賴婷鈴;Lai, Ting-ling
    Keywords: 協作問題解決歷程;思考風格;情境模擬;Collaborative problem solving process;Thinking styles;situational simulation
    Date: 2013
    Issue Date: 2013-04-13 10:41:15 (UTC+8)
    Abstract: 科技的日新月異造就人類文明的進步,然而身處在這快速變遷的時代,人們所面臨的問題也相對的複雜,問題解決已然成為我們需重點培養的能力。本個案研究旨在了解不同思考風格之大學生於電腦模擬情境中,與他人共同協作的問題解決歷程。研究對象為6位大學生,受試學生依Sternberg的思考風格理論功能面(行政型、立法型及司法型),隨機分為異質組每組兩人。以線上遊戲作為電腦遊戲情境,遊戲進行方式分三個階段,分別以個人與小組的方式進行。藉由觀察遊戲記錄、討論記錄及訪談法瞭解受試者的問題解決歷程及策略之運用。
    資料分析依據Interaction Analysis Model(Gunawardena, Lowe & Anderson, 1997)與問題解決歷程,發展一個合作問題解決的編碼系統,並針對各小組討論內容進行編碼。研究發現不論何種風格的受試者在遊戲過程中皆是以試誤的方式進行遊戲。在小組合作階段可歸納一循環模式,小組成員首先分享資訊,然後測試各項資訊的正確性或是協商,再依據正確的資訊擬訂可行的策略;而當資訊錯誤或是策略不可行時,小組成員會反覆進行測試與協商以發展出正確的策略。而遊戲進行的過程中,當成員有新的發現時,就會再從資訊分享的步驟開始,反覆的進行測試與協商以找到相對應的策略。
    依據研究結果,本研究建議如下:
    1. 教師應重視學生在面對問題情境的過程,使其能夠獨立思考問題解
    決技巧與方法,增加解題的經驗,學生在思考的過程中能獲得更多
    元的知識。
    2. 教師可依不同思考風格者之特徵,安排多樣的問題解決情境之遊戲於課堂中。在遊戲情境中必須要有適切的引導與指示,避免影響學習者動機或是解題的信心。
    3. 思考風格的包含的層面甚多,單一功能面不足以解釋各種解題特徵,未來研究可加入不同的風格類型以充實相關研究領域中的成果。
    The purpose of the case study is to explore the process of collaborative problem solving of a simulation game. Six undergraduate students with different thinking styles worked in a pair to resolve a small business management game via a synchronous conferencing tool.
    The data collection included audio and video taping of the problem solving process, discourse transcripts, observation, and email interview. Through content analysis, it is found that(1)two groups demonstrated the pattern of sharing information, and systemically testing possible solutions, and monitoring problem solving;(2)One group was able to identify problems, but fail to construct a strategy for problem solving.
    It is suggested that(1)instructors need to be aware of students'' different thinking styles when working with groups;(2)further research are needed to explore collaborative problem solving process of students with other thinking styles.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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