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題名：資訊素養融入國小二年級社會學習領域「我們的社區」主題探究：以Super3模式為例
書刊名：教育資料與圖書館學
作者：林菁 引用關係
作者(外文)：Chen Lin, Ching
出版日期：2012
卷期：49:3
頁次：頁447-478
主題關鍵詞：社會學習領域；社區；探究學習；資訊素養；Super3模式；Social studies；Community services；Inquiry learning；Information literacy；Super3 model
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(9) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:2
  • 共同引用共同引用:27
  • 點閱點閱:63
本研究旨在利用Super3模式將資訊素養融入國小二年級社會學習領域的「我們的社區」主題探究課程,以探討學生的資訊素養學習表現,及在此融入課程中學科內容的低層次與高層次學習表現。此融入課程是依照Super3資訊素養模式設計,從計畫階段的定義問題開始,進入找尋及統整資料的執行階段,最後以自我評量反省為終了。整個研究進行五週,以協同行動研究法為架構,配合參與觀察、訪談、測驗與文件分析等多元方法蒐集資料。研究結果發現經由Super3模式探究活動,在老師的引導下,大部份二年級學生可以提出值得探究的問題;全體學生製作的QA書可達到「還不錯」的標準;只要是學生自己撰寫的內容,都可以口頭報告出來;會根據評量規準較客觀地自評自己的表現。學生在社會學習領域的低層次與高層次學習表現也皆有顯著的進步。最後本研究提出五項建議供未來研究參考。
The purpose of this study was to investigate the students’ performance of information literacy and subject contents on an integrated information literacy instruction in the second-grade social studies curriculum. The curriculum was designed based on the Super3 model which includes plan, do and review phases. The study lasted for five weeks, and data was gathered through participant observation, interviews, test, and document analysis. The results showed that most students could pose inquiring questions; all of the learning products reached the normal standards; students could report orally what they wrote and evaluate themselves objectively. Second-grade students’ social studies learning both on memory and comprehension was significantly different through inquiry learning. At last, five suggestions were proposed for future research.
期刊論文
1.林菁(20110600)。資訊素養融入國小一年級「校園生物大搜索」主題探究：以Super3模式為例。教育資料與圖書館學，48(4)，539-570。new window  延伸查詢new window
2.Heider, K. L.(2009)。Information literacy: The missing link in early childhood education。Early Childhood Education Journal，36(6)，513-518。  new window
3.Kirschner, P. A.、Sweller, J.、Clark, R. E.(2006)。Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching。Educational Psychologist，41(2)，75-86。  new window
4.Rowe, M. B.(1986)。Wait time: Slowing down may be a way of speeding up。Journal of Teacher Education，37，43-49。  new window
5.柯華葳、范信賢(19900700)。增進國小社會科課文理解度之研究。國教學報，3，33-60。  延伸查詢new window
6.McClure, Charles R.(1994)。Network Literacy: A Role for Libraries?。Information Technology and Libraries，13(2)，115-125。  new window
7.Paquette, Kelli R.、Kaufman, Cathy C.(2008)。Merging civic and literacy skills。The Social Studies，99(4)，187-192。  new window
8.林菁(20081200)。資訊素養融入大學生主題探究之研究。教育資料與圖書館學，46(2)，233-266。new window  延伸查詢new window
學位論文
1.洪玉婷(2008)。Super3技能融入國小一年級國語文閱讀教學之發展設計(碩士論文)。淡江大學。  延伸查詢new window
圖書
1.Lambros, A.(2002)。Problem-based learning in k-8 classrooms--A teacher’s guide to implementation。Thousand Oaks, California：Crowin Press。  new window
2.Avery, E. F.(2003)。Assessing student learning outcomes for information literacy instruction in academic institutions。Chicago, IL：Association of College and Research Libraries。  new window
3.Bruce, C.(2008)。Informed learning。Chicago, IL：Association of College and Research Libraries。  new window
4.Eisenberg, M. B.、Robinson, G. A.(2007)。The Super3: Information skills for young learners。Worthington, OH：Linworth。  new window
5.Flint, A. S.(2008)。Literate lives: Teaching reading & writing in elementary classrooms。Hoboken, NJ：John Wiley & Sons。  new window
6.Kuhlthau, C. C.、Maniotes, L. K.、Caspari, A. K.(2007)。Guided Inquiry: Learning in the 21st Century。Westport, CT：Libraries Unlimited。  new window
7.Eisenberg, M. B.、Lowe, C. A.、Spitzer, K. L.(2004)。Information Literacy: Essential Skills for the Information Age。Libraries Unlimited。  new window
8.Orlichm, D.、Harder, R.、Callahan, R.、Gibson, H.(2001)。Teaching Strategies: A Guide to Better Instruction。Boston, MA：Houghton Mifflin。  new window
9.McNiff, J.、Whitehead, J.(2002)。Action Research: Principles and Practice。Routledge Falmer。  new window
10.American Association of School Librarians、Association for Educational Communication and Technology(1998)。Information Power: Building Partnerships for Learning。Chicago, IL：American Library Association。  new window
11.香港教育統籌局(2005)。香港資訊素養架構：資訊年代學生學會學習能力的培養。香港：教育統籌局。  延伸查詢new window
12.Tompkins, G. E.、Hoskisson, K.(1995)。Language arts-content and teaching strategies。Prentice-Hall。  new window
13.Hirsch, E. D. Jr.(1987)。Cultural Literacy: What Every American Needs to Know。Houghton Mifflin Company。  new window
14.Harvey, S.、Goudvis, A.(2007)。Strategies that work: Teaching comprehension for understanding and engagement。Portland, ME：Stenhouse。  new window
15.Ravitch, D(1985)。The schools we deserve。New York：Basic Books。  new window
其他
1.王鼎鈞(20110211)。母親的心、子女的腦。  延伸查詢new window
2.邱孟月(2007)。Super 3教學模式融入國小健康與體育學習領域之行動研究。  延伸查詢new window
3.American Association of School Librarians (AASL)(2009)。Standards for the 21st-century learner in action。  new window
4.American Library Association (ALA)(1989)。Presidential committee on information literacy: Final report。  new window
5.Brickman, P., Gormally, C., Armstrong, N., & Hallar, B(2009)。Effects of inquiry-based learning on students’ science literacy skills and confidence。  new window
6.Cheney, L. V.(1987)。American memory: A report on the humanities in the nation's public schools。  new window
7.Davenport, N. A. M.(2003)。Questions, answers and wait-time: Implications for assessment of young children。  new window
8.Farmer, L(2007)。The school library media teacher as information literacy partner.。  new window
9.Filipenko, M.(2004)。Construction knowledge about and with informational texts: Implications for teacher-librarians working with young children。  new window
10.Fluckiger, J., & Wetig, S(2003)。Empowering teachers to foster students’ character and citizenship: Getting teachers and students to discover big ideas in social studies。  new window
11.Hung, W., Jonassen, D., & Liu, R.(2008)。Problem-based learning。  new window
12.Lieser, E.(2005)。Building native American houses using the Super3: A collaborative unit。  new window
13.MacDonell, C.(2007)。Project-based inquiry units for young children: First steps to research for grade pre-K-2。  new window
14.National Council for the Social Studies Task Force on Scope and Sequence(1989)。In search of a scope and sequence for social studies: Report of the national council for the social studies Task Force on scope and sequence。  new window
15.Pescatore, C.(2007)。Current events as empowering literacy: For English and social studies teachers。  new window
16.Reason, P., & Bradbury, H.(2008)。The SAGE handbook of action research: Participative inquiry and practice.。  new window
17.Ross, E. W.(1997)。The struggle for the social studies curriculum。  new window
18.Savage, T. V., Armstrong, D. G., & Potthoff, B. J.(2000)。Effective teaching in elementary social studies。  new window
19.Soares, L. B., & Wood, K(2010)。A critical literacy perspective for teaching and learning social studies。  new window
20.Stahl, R. J(1994)。Using "think-time" and "wait-time" skillfully in the classroom。  new window
21.Strobel, J., & Barneveld, A.V.(2009)。When is PBL more effective? A meta-synthesis of metaanalyses comparing PBL to conventional classrooms。  new window
 
 
 
 
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