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題名:以探究式學習導入高職化工群學生「專題製作」 核心能力指標建構與驗證之研究
作者:林碩彥
作者(外文):Sho-Yen, Lin
校院名稱:國立彰化師範大學
系所名稱:工業教育與技術學系
指導教授:廖錦文
學位類別:博士
出版日期:2014
主題關鍵詞:探究式學習專題製作核心能力指標inquiry-based learningproject studycore competence factors
原始連結:連回原系統網址new window
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本研究旨在建構「以探究式學習導入高職化工群學生專題製作核心能力指標」,並據此針對高職化工群學生驗證其能力現況。本研究採用德懷術問卷調查法徵詢德懷術專家意見與建議,進行三回合反覆修正、合併、增減問卷,採用眾數、平均數、標準差、柯-史單一樣本考驗和層級分析法(Analytic hierarchy process, AHP)進行分析,俟專家意見取得一致及其重要程度等級,建構出核心能力指標,並針對102學年度高職化工群學生合計255位實施驗證,進行重要性與表現度(Important-performance analysis, IPA)分析,並結合層級分析法(AHP)所得之專家權重值與學生之重要性與表現度(IPA)結果進行探討分析。
本研究發現,如下所述:
一、本研究之核心能力指標分為「探究研究問題能力」、「主動探究能力」、「專題實作能力」、「撰寫專題研究報告書能力」與「口頭簡報與回應問題能力」等5個構面,共計20個指標內涵以及79個指標細項。
二、專家認為本研究核心能力指標重要程度等級,在第一層指標構面中,「專題實作能力」為專家最重視的評估因素。在第二層指標內涵構面中,「具有確認問題的能力」、「具有主動解決問題的能力」、「小組內善於協調和溝通以解決問題能力」、「具有良好的寫作表達技巧」、「簡報能呈現小組成員間的協調與合作」與「具有良好的簡報技巧與回答問題應變的能力」分別為專家最重視的評估因素。
三、各指標構面中,專家認為權重值最高,而得獎學生認同度高且亦認為本身在專題製作過程當中是可以達成目標的指標,其IPA結果顯示重要性高且滿意度高時,分別為「具有確認問題的能力」、「具有群體合作共同解決問題的精神」、「小組內善於協調和溝通以解決問題能力」、「簡報能呈現小組成員間的協調與合作」等,此為探究式學習導入高職化工群學生專題製作之重要核心能力指標內涵。
The study aims to construct competence indicators by integrating inquiry-based learning into students’ project study in Chemical Engineering Cluster at vocational high schools. Based on the competence indicators constructed, students’ competence is verified. The study adopts Delphi technique to consult opinions and suggestions from Delphi technique experts. After three rounds of repeated revision, combination, adding and deleting of questionnaire items, the ’core competence indicators with the integration of inquire-based learning into students’ project study in Chemical Engineering Cluster at vocational high schools’ are constructed by the analysis of mode, means, standard deviation, Kolmogorov-Smirnov one sample test, and Analytic hierarchy process (AHP) with the consistency of expert opinions as well as level of importance. The competence indicators questionnaire were distributed to 255 chemical students of the 102 academic year, to analyze the Important-performance analysis (IPA), and then to analyze and discuss expert weight with students’ perceptions and IPA.
The core competence indicators are divided into five dimensions: inquiring research questions competence, active inquiring competence, project study demonstration competence, writing project study research report competence and oral presentation and responding to questions competence. In total, there are 20 competence indicator indexs and 79 competence items.
The importance level of core competence indicators identified by experts according to importance is summarized as follows:(1)project demonstration competence is most valued in the first dimension;(2)problem identifying competence, active inquiring competence, team work negotiation and problem-solving competence, good writing expression competence, team-work negotiation and cooperation presented through PowerPoint, excellent oral presentation and responding to questions competence are the most evaluation factors valued by experts.
In each competence indicator dimension, if the level of importance identified by experts is the highest combining with award-winning students’ high perceptions on those competence indicators as well as their capability of being able to achieve them, including problem identifying competence, team work cooperation and problem-solving competence, good negotiation and communication for problem-solving in the teams, team-work negotiation and cooperation presented through PowerPoint, students’ IPA results fall on the first area. Then those competence indicators are suggested as important competence indicators for students of the Chemical Clusters in vocational schools when conducting project study.
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