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題名:生活科技翻轉教學自我效能模式建構之研究
作者:王裕德
作者(外文):Wang,Yu-Te
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:戴文雄
學位類別:博士
出版日期:2016
主題關鍵詞:翻轉教學線上學習自我效能科技態度認知負荷Flipped TeachingWeb-Based Learning Self-EfficacyTechnology AttitudeCognitive Load
原始連結:連回原系統網址new window
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  • 點閱點閱:13
本研究之研究對象為中部一所女子高級中學103學年度第二學期修習「生活科技」課程之高二3個班級學生共120人,隨機抽取兩班為實驗組(N=72),另一班為控制組(N=48),實驗組學生採用「翻轉教學式合作學習」,控制組學生採用「傳統講述式合作學習」,實驗組及控制組皆採取認知型態異質性分組,兩人一組,並進行為期11週(22節課)的教學實驗,本研究於教學實驗前後施測以蒐集研究所需之相關數據,研究中透過開放性問卷蒐集質性資料。研究結果顯示:一、「翻轉教學式合作學習」確實能提昇學生在生活科技實作課程的學習成就、課程滿意度、科技態度及合作學習態度;二、「翻轉教學式合作學習」中線上學習自我效能會透過學習參與間接影響生活科技實作課程學習成就,此為完全中介效果,但不會間接影響科技態度;三、「翻轉教學式合作學習」中認知負荷不會對線上學習自我效能透過學習參與對生活科技實作課程學習成就的中介作用有正向調節的影響,不具有調節式中介效果。
The study used a quasi-experimental design, involving 120 17-year-old students from 3 11th-grade classes for 11 weeks (22 hours in total). The results of this study:(1) Significant differences were found between the experimental groups and the control group in terms of students’ learning achievement in living technology hands-on curriculum, technology attitude, cooperative learning attitude and course satisfaction.(2) In the experimental groups, the complete-mediating role of student’s participation had an effect of web-based learning self-efficacy to have a significantly positive effects on students’ learning achievement in living technology hands-on curriculum.(3) In the experimental groups, perceived cognitive load had no positively moderated mediation relationships among web-based learning self-efficacy and students’ learning achievement in living technology hands-on curriculum via student’s participation.
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