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題名：以專題製作為主的電腦化學習環境之比較研究：認知取向與情境取向
作者：黃國鴻 引用關係
作者(外文)：Kuo-Hung Huang
校院名稱：國立彰化師範大學
系所名稱：科學教育研究所
指導教授：邱守榕
王國華
學位類別：博士
出版日期：2000
主題關鍵詞：專題製作；認知模型；情境學習；學習環境；樂高積木；網頁設計；程式設計；project-based learning；cognitive model；situated learning；learning environment；LEGO；homepage design；computer programming
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本研究旨在透過專題製作之課程，分別設計兩種不同的電腦化學習環境，並探討學生在兩種環境下所展現的學習歷程與成長。基於此一目的，本研究首先透過文獻分析與先導研究，分別設計出以認知理論為基礎的模型化學習環境，與以情境學習理論為基礎的情境化學習環境。安排選讀專題製作課程的八位學生，分別在兩種不同的學習環境中進行長達十個月的實際工作。藉由質的研究方法收集與分析資料後，探討兩種學習環境的成效與限制。
本研究發現個案學生在兩種不同的學習環境中的學習活動，模型化學習環境提供了樂高積木與多種視覺化軟體。學生構思與組合樂高積木，並透過操作軟體與撰寫程式以控制組合積木。由模仿操作而循序漸進的發展出更複雜的心智模型。工作內容以軟體操作、撰寫程式、操作積木為主。在情境化的環境中，學生協助醫院建立行政資訊系統。在設計網頁、上網查資料、及到醫院更新軟體等真實工作的完成過程中，逐漸獲取參與實務社群的能力。
另外，在兩種不同的學習環境下，學生出現了以下的成長差異：
１． 在電腦知識技能方面：在模型化的學習環境中，著重於特定知識的漸進學習；在情境化的學習環境中，著重於多種知識的整合應用。
２． 在人際社會知覺方面：在模型化的學習環境中，學生體驗出選擇積極主動的合作成員，有助於工作的完成；在情境化的學習環境中，學生體驗出建立良好的人際關係，有益於獲取工作上的協助。
３． 在學習與工作型態方面：在模型化的學習環境中，學生在微世界中學習，形成假設驗證的思考；在情境化的學習環境中，學生在真實世界中學習，形成多重立場的思考。在模型化的學習環境中，學生認為解決問題的方法是客觀中立的；在情境化的學習環境中，學生認為解決問題的方法是價值負載的。
４． 在自我意識與生涯規劃方面：模型化的學習環境幫助學生更了解自己的能力，據以決定自己能否從事相關工作；情境化的學習環境幫助學生了解實務社群的運作，據以判斷自己是否適合此社群。
而本研究發現，在這兩種學習環境下，影響學生成長差異的因素，主要有學習動機、個人的特質與能力、支援學習的資源、與工作的本質與特性。最後，研究者對於學習環境的設計提出建議，並指出未來可在學科領域的應用探討與兩種環境的整合方面作進一步的研究。
The purpose of this study was to design two computerized learning environments for the course of “Special-Subject Software Design” and to investigate their effectiveness on the students’ learning process and personal development. These two environments are the modeling-oriented learning environment which is based on the framework of cognitive model and the situating-oriented learning environment which is based on the framework of situated learning.
Eight students attended the designed activities in the learning environments respectively for ten months. Meanwhile, the researcher collected and analyzed the data, which consisted of observation, logs of work, interviews and reflections.
The modeling-oriented learning environment utilizes the LEGO computerized blocks and the visual software to form a microworld in which the students can learn through interaction with the emerging artifact. Students use the LEGO blocks to design and build an artifact and implement the designed functions by control the computerized blocks with computer programs. This process provides an opportunity of knowledge integration, problem solving and cognitive development.
The situating-oriented learning environment provides the students with opportunities of participating the community of practice. The students are exposed to the real world of the computer career and the impacts from the workplace inspire their reflection and career planning.
The results reveal the difference of development of the two groups of students:
1. In computer knowledge and skills: The modeling-oriented learning environment emphasizes the staged learning in the specific domain of knowledge, while the situating-oriented learning environment emphasizes the integrated application of variety of knowledge.
2. In interpersonal skills: The modeling-oriented learning environment helps the students to recognize the importance of choosing progressive working partners toward task accomplishment, while the situating-oriented learning environment helps the students to recognize the importance of social relationship for the access of resources for the tasks.
3. In learning and working style: The modeling-oriented learning environment provides the students with a microworld to learn to think in an assumption-verification perspective, while the situating-oriented learning environment provides the students with a real world to learn to think in multiple perspectives.
4. In career planning: The modeling-oriented learning environment helps the students to know their own talents and abilities to decide whether to choose the work, while the situating-oriented learning environment helps the students to know the community of practice to judge whether to participate the community.
The findings show that the factors of the learning environments on students’ development are learning motivation, personal characters and abilities, learning-supported resources, and the natures of tasks. In the end, the researcher lists recommendations for the design of learning environments and suggests the research directions for further investigation.
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