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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/87132

    Title: 網路探索環境中合作學習對後設認知之影響
    Other Titles: The effect of cooperative online inquiry learning on metacognition
    Authors: 陳怡祁;Chen, Yi-Chi
    Contributors: 淡江大學教育科技學系碩士在職專班
    Keywords: 網路探索;合作學習;後設認知;Online Inquiry;Cooperative Learning;Metacognition
    Date: 2012
    Issue Date: 2013-04-13 10:43:42 (UTC+8)
    Abstract: 本研究目的在探討教學者在電腦網路探索的課程中,實施二種不同的教學策略,對國中學生在運用後設認知策略之影響。以新北市某國中九年級共69名學生為研究對象,實驗組接受「小組合作網路探索學習」;對照組接受「個人網路探索學習」二種不同的教學策略,進行為期六週共六節課的教學研究。本研究的資料處理與分析採用準實驗研究法,以「後設認知策略量表」的後測分數來進行單因子共變數分析,考驗兩種不同教學策略在後設認知策略上的差異;並蒐集教學日誌紀錄,觀察學生課堂反應,使用單元學習單,課後訪談等質性資料作彙整,以佐證研究結果。根據量化統計研究結果分析,歸納以下結論:
    The present study aims to investigate the influences of two different teaching strategies adopted by teachers for the curriculum of computer and online inquiry on junior high school students’ utilization of metacognition strategies. The subjects were 69 ninth graders of a junior high school in New Taipei City. Two different teaching strategies – “online inquiry cooperative learning by group work” and “online inquiry learning by individual work,” were used on the experimental group and the control group respectively to proceed with a teaching research on six classes for six weeks. The quasi-experimental research was adopted for data processing and analysis in the study. The posttest scores from a “metacognition strategy scale” were used for one-way ANCOVA to see the differences between the influences of the two teaching strategies on metacognition strategies. Furthermore, teaching logs were collected to observe how students responded in class. Qualitative data such as worksheets and after-school interviews were compiled and archived in support of the research results. Based on the quantitative statistical analysis of research results, conclusions have been summarized as below:
    1. The strategy of “online inquiry cooperative learning by group work” facilitated students’ utilization of metacognition strategies more than the strategy of “online inquiry learning by individual work” in terms of overall performance.
    2. The two learning strategies showed no significant difference in students’ use of the “planning” skills among metacognition strategies.
    3. The strategy of “online inquiry cooperative learning by group work” facilitated students’ strategy utilization of the four skills, i.e. “learning monitoring”, “comprehension monitoring”, “regulation” and “evaluation” in metacognition strategies more than the strategy of “online inquiry learning by individual work.”

    After qualitative data were compiled and organized, it was found that all students thought that group work could indeed enhance their utilization of thinking strategy. Group work and cooperation can improve students’ proactive learning attitude as well as degree of completion for exploration assignment. Students in the experimental group said that they liked to learn by group work; while students in the control group hope that they can learn by group work for coming similar courses.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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