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題名：不同引導式學習策略對大學生電子化反思學習成效影響之個案硏究
書刊名：教育科學期刊
作者：周保男 引用關係
作者(外文)：Chou, Pao Nan
出版日期：2014
卷期：13:2
頁次：頁35-53
主題關鍵詞：引導式學習策略；電子化反思學習；質化分析；個案研究；Guided learning strategy；Electronic reflective learning；Qualitative analysis；Case study
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(1) 博士論文(0) 專書(0) 專書論文(0)
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  • 共同引用共同引用:5
  • 點閱點閱:9
本研究旨在探討不同引導式學習策略對大學生電子化反思學習成效的影響力。在不同引導式學習策略下，本研究根據Bloom的知識架構論設計三種不同類型的反思問題：淺度、中度與深度引導式反思問題，此三項反思問題被隨機分配於三週的電子化反思學習。共四十位修習媒體識讀教育課程的大學生參與此研究。本研究以質性分析為主，觀察學生反思變化情形，再輔以量化統計分析，驗證不同引導式學習策略的差異性。經質化分析發現，淺度引導式反思問題容易出現空泛談論的反思作品，中度與深度引導式反思問題較能使學生撰寫出有意義的反思內容。經量化分析發現，就批判思考而言，深度與中度引導式反思問題優於淺度引導式反思問題，但深度與中度引導式反思問題間並無顯著差異。
This study aimed to explore the effect of various guided learning strategies on college students’ electronic reflection as learning outcomes. Under various guided learning strategies, according to Bloom's taxonomy of knowledge, three different guided reflective questions: superficial, in-between (medium), and deep questions, were designed and randomly assigned in three-week electronic reflection of the study. Forty students who registered ＂Media Literacy Education＂ course participated in the study. The qualitative analysis method was mainly used to observe students' reflection contents; in addition, the quantitative analysis method was used to determine the difference of various guided learning strategies. The results of the qualitative analysis showed that the superficial guided reflection question yielded swallow reflection works, and the medium and deep guided reflection questions allowed students to produce meaningful reflection contents. The results of the quantitative analysis showed that the medium and deep guided reflection questions were better than the superficial guided reflection question in terms of critical thinking. However, no significant difference was found between the medium and deep guided reflection questions.
期刊論文
1.張基成、陳政川(20100400)。網路化檔案評量中學習者反思行為對學習成效之影響。科學教育學刊，18(2)，85-106。new window  延伸查詢new window
2.Lin, Xiaodong、Lehman, James D.(1999)。Supporting learning of variable control in a computer-based biology environment: Effects of prompting college students to reflect on their own thinking。Journal of Research in Science Teaching，36(7)，837-858。  new window
3.King, A.(1991)。Improving lecture comprehension: Effects of a metacognitive strategy。Applied Cognitive Psychology，5，331-346。  new window
4.Chang, C. C.、Chou, P. N.(2011)。Effect of reflection category and reflection quality on learning outcome during web-based portfolio assessment process: a case study of high school students in computer application course。Online Turkish Journal of Educational Technology，10(3)，101-114。  new window
5.Chou, P. N.、Chen, H. H.(2008)。Engagement in online collaborative learning: A case study using a web 2.0 tool。Journal of Online Learning and Teaching，4(4)，574-582。  new window
6.Lin, X.、Hmelo, C.、Kinzer, C. K.、Secules, T. J.(1999)。Designing technology to support reflection。Educational Technology Research and Development，47(3)，43-62。  new window
7.Linn, M. C.(2000)。Designing the Knowledge Integration Environment。International Journal of Science Education，22(8)，781-796。  new window
8.Hill, J. R.、Hannafin, M. J.(2001)。Teaching and learning in digital environments: The resurgence of resource-based learning。Educational Technology Research and Development，49(3)，37-52。  new window
9.King, A.(1990)。Enhancing peer interaction and learning in the classroom through reciprocal questioning。American Educational Research Journal，27(4)，664-687。  new window
10.Chi, M. T. H.、De Leeuw, N.、Chiu, M. H.、Lavancher, C.(1994)。Eliciting self-explanations improves understanding。Cognitive Science，18(3)，439-477。  new window
11.Chang, C. C.(2001)。Construction and evaluation of a web-based learning portfolio system: An electronic assessment tool。Innovations in Education and Teaching International，38(2)，144-155。  new window
12.Hmelo-Silver, Cindy E.(2004)。Problem-Based Learning: What and How Do Students Learn?。Educational Psychology Review，16(3)，235-266。  new window
圖書
1.Howland, J. L.、Jonassen, D.、Rose, M. M.(2010)。Meaningful learning with technology。Upper Saddle River, NJ.：Pearson/Merrill Prentice Hall。  new window
2.Nitko, A. J.、Brookhart, S. M.(2006)。Educational assessment of students。Upper Saddle River, NJ：Prentice-Hall, Inc。  new window
3.Suhunk, D. L.(2004)。Learning theories。Upper Saddle River, NJ：Pearson Education, Inc。  new window
4.Dewey, J.(1933)。How we think: Restatement of the reflective thinking to the educative process。D. C. Health。  new window
5.Jonassen, D. H.、Land, S. M.(2000)。Theoretical foundations of learning environments。Mahwah, NJ：Lawrence Erlbaum。  new window
6.Creswell, John W.(2009)。Research Design: Qualitative, Quantitative, and Mixed Methods Approaches。Sage Publications, Inc.。  new window
7.Neuendorf, K. A.(2002)。The Content Analysis Guidebook。Sage。  new window
8.Anderson, Lorin W.、Krathwohl, David R.、Airasian, Peter W.、Cruikshank, Kathleen A.、Mayer, Richard E.、Pintrich, Paul R.、Wittrock, Merlin C.、Raths, James(2001)。A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives。Addison Wesley Longman。  new window
圖書論文
1.Huitt, W.(2003)。The information processing approach to cognition。Educational Psychology: Interactive。Valdosta, GA：Valdosta State University。  new window
2.Krajcik, J. S.、Blumenfeld, P. C.(2006)。Project-based learning。The Cambridge handbook of the learning sciences。Cambridge University Press。  new window
3.Merrill, M. D.(2009)。First principle of instruction。Instructional design theories and models: Building a common knowledge base。New York：Taylor & Francis。  new window
4.Jonassen, D.(1999)。Designing constructivist learning environments。Instructional design theories and models: A new paradigm of instructional theory。Mahwah, NJ：Lawrence Erlbaum Associates。  new window
5.Stake, Robert E.(2005)。Qualitative Case Studies。The Sage Handbook of Qualitative Research。Sage Publications Ltd.。  new window
 
 
 
 
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