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題名：問題解決導向專班學習成效之評估：提升學生職能，增進就業力
書刊名：教育政策論壇
作者：張吉成 引用關係／張玉雲
作者(外文)：Chang, Chi-cheng／Chang, Yu-yun
出版日期：2019
卷期：22:1=69
頁次：頁85-110
主題關鍵詞：成品評鑑；自我效能；浮流經驗感知；問題解決導向學習；準實驗研究；學習動機；Product evaluation；Self-efficacy；Low experience perception；Problem-based learning；Fquasi-experimental；Learning motivation
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創新教學促進學習者的有效學習，是國際當前教育的重要趨勢。為有效評估智慧機器人、物聯網、影視製作與行銷等三個問題解決導向（problem-based learning, PBL）專班學生之學習成效，本研究之目的旨在應用前一年發展完成之PBL成效評估量表進行教學實驗，以確認專班學生學習之成效。研究採用文獻分析與準實驗研究法。研究依循準實驗研究之設計，選擇專班為實驗組，取一般生為對照組，對兩組學生於學期開始之初，以學習動機、成品評鑑、自我效能、浮流經驗感知等四個分量表實施前測；並於期末實施後測。以前測成績為共變量，採問題解決導向教學模式為獨立變項，進行共變數分析，以確認專班學生的學習成效。研究結果充分顯示出專班學生在四項學習成效量表之變化情形；從學生的學習成效評估量表分析，進而確認智慧機器人、物聯網、影視製作與行銷等三個專班之教學，採用問題解決導向教學模式優於一般教學模式。
Using innovative teaching methods to promote students’ learning effectiveness is currently an important trend in international education. The purpose of this study was to evaluate students’ learning effectiveness in these three PBL (Problem-based learning, PBL) classes: Smart Robot, Internet of Things (IoT), and Audio & Video Production and Marketing, by adopting the PBL effectiveness evaluation scale, developed and completed a year ago, and conducting a teaching experiment to verify the learning effectiveness of students in these classes. The methods adopted in this study were literature review and the Quasi-experimental Method. Following the design of the Quasi-experimental method, this study chose the PBL classes as the experimental group, and general classes as the control group. At the beginning of the semester, a pilot test with four sub-scales: “Learning motivation”, “Product evaluation”, “Self-efficacy”, and “Flow experience perception”, was conducted on both groups, and a post-test was conducted at the end of the semester. An analysis of covariance (ANCOVA) was performed in this study, using the pilot test scores as the covariance, and the PBL teaching model as an independent variable, to verify students’ learning effectiveness in PBL classes. The results of this study can fully demonstrate the changes in the four learning effectiveness scales of students in the PBL classes. After analyzing students’ learning effectiveness scales, this study further verifies the teaching model used in Smart Robot, IoT, and Audio & Video Production and Marketing classes that adopting the PBL teaching model obtains better results than the general teaching models.
期刊論文
1.Hafeez, K.、Abdelmeguid, H.(2003)。Dynamics of human resource and knowledge management。Journal of the Operational Research Society，54(2)，153-164。  new window
2.Hung, W.(2006)。The 3C3R Model: A conceptual framework for designing problems in PBL。The Interdisciplinary Journal of Problem-based Learning，1(1)，55-77。  new window
3.Gentner, D.、Loewenstein, J.、Thompson, L.(2003)。Learning and transfer: A general role for analogical encoding。Journal of Educational Psychology，95(2)，393-408。  new window
4.O'Neill, G.、Hung, W.(2010)。Seeing the landscape and the forest floor: Changes made to improve the connectivity of concepts in a hybrid problem-based learning curriculum。Teaching in Higher Education，15(1)，15-27。  new window
5.Hafeez, K.、Essmail, E.(2007)。Evaluating organisation core competences and associated personal competencies using analytical hierarchy process。Management Research News，30(8)，530-547。  new window
6.Reynolds, J. M.、Hancock, D. R.(2010)。Problem-based learning in a higher education environmental biotechnology course。Innovations in Education and Teaching International，47(2)，175-186。  new window
7.簡幸如、劉旨峰(20091200)。專題導向數位遊戲製作教學模式之個案探討。人文暨社會科學期刊，5(2)，113-130。new window  延伸查詢new window
8.Chang, C. C.(2012)。Exploring IT entrepreneurs' dynamic capabilities using Q-technique。Industrial Management & Data Systems，122(8)，1201-1216。  new window
9.Chang, C. C.(2013)。Improving employment services management using IPA technique。Expert Systems with Applications，40，6948-6954。  new window
10.Chang, C. C.(2014)。An IPA-embedded model for evaluating creativity curricula。Innovations in Education and Teaching International，51(1)，59-71。  new window
11.Chang, C.(2018)。An assessment tool predicts learning effectiveness for project-based learning in enhancing education of sustainability。Sustainability，10(10)，3595。  new window
12.Hew, K. F.、Cheung, W. S.(2008)。Attracting student participation in asynchronous on line discussions: A case study of peer facilitation。Computers & Education，51(3)，1111-1124。  new window
13.Kuo, C.-G.、Chang, C.-C.(2014)。Building professional competencies indices in the solar energy industry for the engineering education curriculum。International Journal of Photoenergy，2014，1-4。  new window
14.Lim, Z.、Anderson, C.、McGrath, S.(2012)。Professional skills development in a resource-poor setting: The case of pharmacy in Malawi。International Journal of Educational Development，32，654-664。  new window
15.Moll, M.、Bordeaux, J.、Kavraki, L. E.(2013)。Software for project-based learning of robot motion planning。Computer Science Education，23(4)，332-348。  new window
16.Sandberg, J.、Pinnington, A. H.(2009)。Professional competence as ways of being: An existential ontological perspective。Journal of Management Studies，46(7)，1138-1170。  new window
17.Williams, S.(2017)。Investigating the allocation and corroboration of individual grades for project-based learning。Studies in Educational Evaluation，53，1-9。  new window
18.Zhang, Z.、Hansen, C. T.、Andersen, M. A. E.(2016)。Teaching power electronics with a design-oriented, project-based learning method at the technical university of Denmark。IEEE Transactions on Education，59(1)，32-38。  new window
19.Gokhale, A. A.(1995)。Collaborative learning enhances critical thinking。Journal of Technology Education，7(1)，22-30。  new window
20.黃美瑤、薛名淳、張琬渝、黃筱卉(20120300)。同儕互動回饋策略提高學生創造力與學習動機。大專體育學刊，14(1)，13-23。new window  延伸查詢new window
21.Prince M. J.、Felder R. M.(2006)。Inductive teaching and learning methods: Definitions, comparisons, and research bases。Journal of Engineering Education，95(2)，123-138。  new window
22.Savery, John R.(2006)。Overview of problem-based learning: Definitions and distinctions。Interdisciplinary Journal of Problem-based Learning，1(1)，9-20。  new window
圖書
1.Csikszentmihalyi, Mihaly(1997)。Creativity: Flow and the psychology of discovery and invention。New York, NY：HarperCollins。  new window
2.Landy, F. J.、Conte, J. M.(2004)。Work in the 21st century: An introduction to industrial and organizational psychology。New York, NY：McGraw Hill。  new window
3.Hellriegel, D.、Jackson, S. E.、Slocum, J. W.(1998)。Management: A competency based approach。Red Lion, PA：Winter Ventures。  new window
4.Noe, R. A.(2005)。Employee training and development。McGraw-Hill。  new window
其他
1.Organisation for Economic Co-operation and Development(2017)。Innovative teaching for effective learning (ITEL)，http://www.oecd.org/edu/ceri/innovative-teaching-for-effective-learning.htm。  new window
2.Thomas, John W.(2000)。A review of research on project-based learning，Autodesk Foundation。，http://www.bie.org/research/study/review_of_project_based_learning_2000。  new window
圖書論文
1.Bandura, A.(1996)。Social cognitive theory of human development。International encyclopedia of education。Oxford, NY：Pergamon Press。  new window
2.邱連煌(2015)。浮流：快樂之道。默默耕耘學人風範：邱連煌教授八秩壽慶。臺北：文景。  延伸查詢new window
 
 
 
 
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