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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/87151

    Title: 合作概念構圖對國小中年級學生之資訊素養與網路資訊搜尋學習成效之研究
    Other Titles: The effects of cooperative concept mapping on the fourth graders' information literacy and web information searching
    Authors: 黃幽華;Huang, Yu-Hua
    Contributors: 淡江大學教育科技學系碩士在職專班
    沈俊毅;Shen, Chun-Yi
    Keywords: 合作學習;概念構圖;資訊素養;資訊搜尋;Cooperative Learning;Concept Mapping;information literacy;Web Information Searching
    Date: 2012
    Issue Date: 2013-04-13 10:47:07 (UTC+8)
    Abstract: 本研究旨在探討使用合作概念構圖策略教學在教學活動過程中,國小中年級學生在網路資訊搜尋學習成效的提升、資訊素養能力的增進,並進一步分析接受合作概念構圖教學策略的學生其學習滿意度表現的情形,希望藉此研究瞭解以「合作概念構圖」的教學策略增進對國小中年級學生資訊素養能力之可行性,並藉由資訊和網路來開拓他們的視野,掌握關鍵能力,教導學童有效率地搜尋正確、有用的資訊,掌握資訊精緻化學習機會,提供各國小教育工作者實施資訊素養相關教學活動之參考。
    The purpose of this study is to investigate the effects of the application of the cooperative cncept mapping of instructional strategy on the improvement of students’information literacy, students’ interests toward web information searching learning, and their satisfaction toward learning .
    The subjects in this study were sixteen forth graders, including five hundreds sixty two students in an elementary school of New Taipei City. The students were divided into cooperativeconcept mapping group and traditional teaching group. This study was conducted for six weeks. This study applied quasi-experimental designs. The instruments employed in this study were Web Information Searching Achievement Assessment, The rating scale of ability toward information literacy, and the rating scale of satisfaction toward the learning of cooperative cncept mapping. The data collected in this study was examined in two ways: by quantitative analysis and qualitative analysis.
    The major findings of this study were summarized as follows:
    1. In light of learning achievement, the cooperative concept mapping instructional experimental group had better performance than the traditional learning group. Besides,there were no significant differences in male and female students in the cooperative concept mapping instructional design group.
    2. In terms of student’s information literacy, there were no significant differences between the two groups. There were no absolute differences between the male and female students in the cooperative concept mapping group. There are no significant differences between the students with different information literacy in the cooperative concept mapping group.
    3. Regarding to the satisfaction of the cooperative concept mapping instructional strategy, most of the students of the experimental group had positive feedback toward the learning method. Finally, based on the results, several suggestions could be made toward concept mapping studies between information literacy and web information searching teaching.
    Finally, plausible explanations for findings and implications for teacher instructionand future research are offered.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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