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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/87152

    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。
    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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