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題名:支持自主學習策略和IBSE整合實踐的框架─科技教育的特色教學法
作者:施佳成
作者(外文):Chia-cheng Shih
校院名稱:國立東華大學
系所名稱:教育與潛能開發學系
指導教授: 古智雄
學位類別:博士
出版日期:2021
主題關鍵詞:特色教學法探究式學習自我調整學習學習策略STEMSignature PedagogiesInquiry-based learningSelf-regulated learningLearning StrategiesSTEM
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本研究旨在發展科技教育代表性的特色教學法框架,並以此框架設計課程,透過課程實施,檢驗其成效。此一特色教學法框架立基於研究者對當代科技教育的教學法所進行的前導研究,並進一步透過文獻分析及教師專業工作坊的實務心得,發展出科技教育特色教學法的表層結構、深層結構及隱式結構,並以此框架設計課程-紙飛機,於東部某一實驗學校的教育現場實踐,課程實施的對象,主要為主修數位自造組的學生,八年級10位,九年級8位。 本研究一方面觀察及訪談蒐集學習者的質性資料,同時以學習者自主學習策略指標的量化分析,對學生課堂中的自主學習之表現及學習策略做觀察與記錄,釐清這個框架遭遇的問題並給予修正與調整。
研究結果從三方面:教學實務參與觀察,學習評量及自主學習策略表現來探討教學實踐的評估,並對特色教學法提出優化與調整的省思與討論。本研究結論為:1.特色教學法的框架,的確可以培養學生,如同專業人員一樣的思考,製作出專業的作品。2.特色教學法的框架確實可以應用在各種不同主題的科技課程。3.本研究設計特色教學法的評量方式,可以是促進學習的評量。4.自主學習策略表現指標是特色教學法實踐評量即教學的可行方式,確實可以增進學生自主學習能力。
The purpose of this research is to develop a framework of signature pedagogies for science and technology education, design courses based on this framework, and test its effectiveness through course implementation. The framework of signature pedagogies is based on the leading research on the teaching method of contemporary science and technology education, and further through literature analysis and practical experience of teachers’ professional workshops, the development surface structure, deep structure and implicit structure. And use this framework to practice from classroom, which are 10 students in the eighth grade and 8 students in the ninth grade, in an experimental school at eastern Taiwan, collect qualitative data of learners through observation and interviews on the one hand, record the performance and learning strategies of students in the classroom, clarify the problems encountered by this framework, and make corrections and adjustments.
The research results are from three aspects: teaching practice participation observation, learning assessment and self-learning strategy performance to explore the evaluation of teaching practice, and reflection and discussion on the optimization and adjustment of signature pedagogies. The conclusions of this study are: 1. The framework of signature pedagogies can indeed train students to think like professionals and produce professional works. 2. The framework of signature pedagogies can be applied to various science and technology courses on different topics. 3. The assessment of signature pedagogies designed in this study is an assessment that promotes learning. 4. The indicators for SRL strategy is a feasible way to 'assessment as learning' of signature pedagogies, which can indeed enhance students' autonomous learning ability.
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