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    Title: 運用概念圖於WebQuest對後設認知影響之研究
    Other Titles: A study of the impact on metacognition by integrating WebQuest with concept mapping strategies
    Authors: 張徐尉;Chang, Hsu-Wei
    Contributors: 淡江大學教育科技學系碩士班
    黃雅萍;Huang, Ya-Ping
    Keywords: 線上探索;網路探究學習;概念圖;後設認知;Online Inquiry;WebQuest;Concept Map;Metacognition
    Date: 2012
    Issue Date: 2013-04-13 10:47:17 (UTC+8)
    Abstract: 網路探究學習(WebQuest)是目前普遍的學習方式,然而這樣的學習過程,常使學習者迷失在浩瀚的網路資源中。有文獻顯示,在網路探索的過程,必須要有適當的後設認知運作,才能達到整體的學習效果,因此,本研究選擇概念圖工具來搭配網路探索學習活動,期望能幫助學習者達到適度的後設認知運作。本研究主要目的為探討有使用概念圖於網路探究學生及沒有使用概念圖的網路探究學生,在經過一系列的探究活動之後,其後設認知運作狀況,並比較兩組差異情形。
    本研究經過實驗後,得到以下結論:
    1.在後設認知的「計畫」面向,是有其顯著性的,不管是實驗組與對照組的共變數相互作用比較,抑或是實驗組的前後測t檢定,量化結果在此面向都顯示了,此活動對實驗組來說,是比控制組有其效果的。
    2.透過這次實驗後的訪談,以及在實驗過程中學生在Moodle平台討論區的回饋,研究者發現,運用概念圖於WebQuest活動對於他們的後設認知是有明顯改變的,也證明了學習者的後設認知檢測利用質化的研究方式較能發現其中的改變及原因。
    3.另外透過概念圖的比較可以發現,實驗組之高低分群,概念圖繪製沒有明顯差異;實驗組之正向意見學習者,概念圖繪製較完整、其後設認知運作也較好,負向意見者則相反。
    WebQuest is a common way of learning. However, the learning process often makes learners lose directions in various Internet resources. Studies show that appropriate metacognition leads to overall learning outcome duringusing WebQuest. Therefore, this study integrates concept mapping strategies with WebQuest to investigate the impact on Metacognition. This study aims atexamine the differences of metacognition status between two groups of learners with or without Integrating WebQuest with Concept Mapping Strategies.
    The findings are as follows:
    1.Among the subsets of the questionnaire, the planning subset is significant by using ANCOVA and t-test. That is, the quantitative result shows that experimental group has positive influence than the control group.
    2.Through the interviews and feedback on Moodle from the students, the study found that integrating Concept Mapping Strategiesin WebQuest activity had positive benefittoward the learners’ metacognition.This study also found that qualitative research method is a better choice to analyze learners’ metacognition for examining the change and causes.
    3.Moreover, this study found that the experimental group has no significant difference between students with higher scores or lower scores through the comparison of the concept maps. On the other hand, the learners with positive feedback portrait more completed concept map, and vice versa.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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