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題名：網路多元學生出題策略對國小學生認知策略與學習成就之影響
書刊名：教育資料與圖書館學
作者：于富雲 引用關係／賴奕嬛
作者(外文)：Yu, Fu-yun／Lai, Yi-shiuan
出版日期：2014
卷期：51:4
頁次：頁525-560
主題關鍵詞：認知策略；網路學習系統；學生出題策略；學習成就；Academic achievement；Online learning system；Student question-generation；Use of cognitive strategies
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(2) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:1
  • 共同引用共同引用:9
  • 點閱點閱:146
考量不同學生出題策略在明確度、難度與學科單元適用性上各有不同，而現有研究皆鎖定單一學生出題策略學習成效之探討，本研究旨在探討網路多元學生出題策略配合國小學科教學對認知策略與學習成就的影響。本研究選定國語科和自然科，採前後測控制組準實驗研究法，以南部一所國小五年級二個班級學生為樣本，採用具出題鷹架設計的線上學生出題系統，進行八週的實驗教學活動。資料以單因子共變數分析發現：多元學生出題策略組對國小國語科與自然科認知策略運用有顯著優於傳統自習組的影響；另，相對於傳統自習組，多元學生出題策略組有較佳的國語科與自然科學習成就表現，唯差異未達顯著水準。文末，根據研究結果與發現提出教學實施及未來研究建議。
Student question-generation (SQG) procedural guides differ in terms of level of concreteness, demands on cognitive skills and appropriateness for respective instructional units. Because existing studies exclusively examine the effects of individual guides, this study was aimed at an investigation of the effects of online SQG with multiple guides intended to promote elementary students' use of cognitive strategies and to improve academic performance while learning Chinese and science. A quasi-experimental research method and an online learning system with dynamic scaffolding designs were adopted to support student learning of Chinese and science via the SQG approach. Two fifth-grade classes (N=56) participated for eight weeks. Twice per week, in accordance with the instructors' schedules, students engaged in online SQG or self-study activities in their randomly assigned groups. The results of the analysis of covariance indicated significant differences between the two treatment groups in their use of cognitive strategies while learning Chinese and science, with students in the SQG group scoring significantly higher than those in the comparison group. However, academic achievement between the two groups did not differ significantly. Suggestions for instructional implementations and future studies are provided.
期刊論文
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2.林宜篇、于富雲(20111200)。學生網路出題教學策略對國小學生生命教育學習成效之影響。新竹教育大學教育學報，28(2)，29-56。new window  延伸查詢new window
3.林原宏、許淑萍(20021200)。乘除擬題能力測驗編製及其實證研究。測驗統計年刊，10，135-171。new window  延伸查詢new window
4.邱廷榮、于富雲(20111200)。網路學生出題策略應用於國小古典詩課程其成效之研究。教育科學研究期刊，56(4)，99-128。new window  延伸查詢new window
5.Dreher, M. J.、Gambrell, L. B.(1985)。Teaching children to use a self-questioning strategy for studying expository prose。Reading Improvement，22，2-7。  new window
6.Ediger, M.(2006)。Present day philosophies of education。Journal of Instructional Psychology，33(3)，179-182。  new window
7.Knudson, R. E.(1988)。The effects of highly structured versus less structured lessons on student writing。Journal of Educational Research，81(6)，365-368。  new window
8.Nolte, R. Y.、Singer, H.(1985)。Active comprehension: Teaching a process of reading comprehension and its effects on reading achievement。The Reading Teacher，39(1)，24-31。  new window
9.Ritchie, P.(1985)。The effects of instruction in main idea and question generation。Reading-Canada-Lecture，3(2)，139-146。  new window
10.Toluk-Ucar, Z.(2009)。Developing pre-service teachers understanding of fractions through problem posing。Teaching and Teacher Education，25(1)，166-175。  new window
11.Yeh, H.-C.、Lai, P.-Y.(2012)。Implementing online question generation to foster reading comprehension。Australasian Journal of Educational Technology，28(7)，1152-1175。  new window
12.于富雲、吳純萍(20121200)。Student Question-Generation: The Learning Processes Involved and Their Relationships with Students' Perceived Value。教育科學研究期刊，57(4)，135-162。new window  new window
13.Yu, F.-Y.、Tsai, H.-C.、Wu, H.-L.(2013)。Effects of online procedural scaffolds and the timing of scaffolding provision on elementary Taiwanese students’ question-generation in a science class。Australasian Journal of Educational Technology，29(3)，416-433。  new window
14.Barak, M.、Rafaeli, S.(2004)。On-line question-posing and peer assessment as means for web-based knowledge sharing in learning。Human-Computer Studies，61(1)，84-103。  new window
15.Chin, C.、Brown, D. E.、Bruce, C. B.(2002)。Student-generated questions: a meaningful aspect of learning in science。International Journal of Science Education，24(5)，521-549。  new window
16.King, A.(1989)。Effects of self-questioning training on college student's comprehension of lectures。Contemporary Education Psychology，14，366-381。  new window
17.King, A.(1991)。Improving Lecture Comprehension: Effects of a Metacognitive Strategy。Applied Cognitive Psychology，5(4)，331-346。  new window
18.King, Alison(1992)。Facilitating Elaborative Learning Through Guided Student-Generated Questioning。Educational Psychologist，27(1)，111-126。  new window
19.Raphael, T. E.、Pearson, P. D.(1985)。Increasing student awareness of sources of information for answering questions。American Educational Research Journal，22，217-237。  new window
20.Rosenshine, B.、Meister, C.、Chapman, S.(1996)。Teaching students to generate questions: A review of the intervention studies。Review of Educational Research，66(2)，181-221。  new window
21.Yu, F. Y.(2009)。Scaffolding student-generated questions: Design and development of a customizable online learning system。Computers in Human Behavior，25(5)，1129-1138。  new window
22.Yu, F. Y.、Liu, Y. H.(2005)。Potential values of incorporating multiple-choice question-construction for physics experimentation instruction。International Journal of Science Education，27(11)，1319-1335。  new window
23.Chang, Kuo-En、Wu, Lin-Jung、Weng, Sheng-En、Sung, Yao-Ting(2012)。Embedding game-based problem-solving phase into problem-posing system for mathematics learning。Computers & Education，58(2)，775-786。  new window
24.Silver, Edward A.(1994)。On mathematical problem posing。For the Learning of Mathematics，14(1)，19-28。  new window
25.Dori, Y. J.、Herscovitz, O.(1999)。Question-posing capability as an alternative evaluation method: Analysis of an environmental case study。Journal of Research in Science Teaching，36(4)，411-430。  new window
26.Short, E. J.、Ryan, E. B.(1984)。Metacognitive differences between skilled and less skilled readers: Remediating deficits through story grammar and attribution training。Journal of Educational Psychology，76(2)，225-235。  new window
27.Davis, Fred D.、Bagozzi, Richard P.、Warshaw, Paul R.(1989)。User acceptance of computer technology: A comparison of two theoretical models。Management Science，35(8)，982-1003。  new window
28.Labercance, G.、Battle, J.(1987)。Cognitive processing strategies, self-esteem, and reading comprehension of learning disabled students。Journal of Special Education，11(2)，167-185。  new window
29.于富雲、劉祐興(2008)。學生出題策略與傳統練習策略對大學生學習成就、認知與後設認知策略使用之影響。教育與心理研究，31(3)，25-47。  延伸查詢new window
30.Behrend, J. L.、Mohs, L. C.(2006)。From simple question to powerful connections: A two-year conversation about negative numbers。Teaching Children Mathematics，12(5)，206-264。  new window
會議論文
1.吳念周、于富雲(2011)。學生出題策略融入國小閱讀課程之行動研究。中小學教師專業發展學術研討會。高雄市。  延伸查詢new window
2.Cai, J.、Hwang, S.(2003)。A perspective for examining the link between problem posing and problem solving。the 2003 Joint Meeting of PME and PMENA。Honolulu, HI：CRDG：College of Education：University of Hawai’i。3-103。  new window
3.Carry, L. R.、Wilson, J. W.(1968)。Item analysis procedures used in the development of tests for NLSMA。the Annual Meeting of the National Council for Measurement in Education。Chicago, IL。  new window
4.Dermody, M.(1988)。Metacognitive strategies for development of reading comprehension for younger children。the Annual Meeting of the American Association of Colleges for Teacher Education。New Orleans, LA。  new window
5.Yu, F.-Y.(2012)。Learner-centered pedagogy + adaptable and scaffolded learning space design-online student question-generation。The 20th international conference on computers in education。Singapore。  new window
6.Yu, F. Y.、Liu, Y. H.(2005)。Student generated questions as a form of formative evaluation。The 1st international conference on enhancing teaching and learning through assessment，(會議日期: June 13-15)。Hong Kong：Hong Kong Polytechnic University。  new window
研究報告
1.于富雲(2012)。網路學生出題系統之鷹架輔助--研究導向設計與學習效果分析 (計畫編號：NSC99-2511-S006-015-MY3)。台南市：國立成功大學教育研究所。  延伸查詢new window
2.程炳林、林清山(2000)。中學生自我調整學習之研究 (計畫編號：NSC89-2413-H-035-001)。  延伸查詢new window
學位論文
1.尤慶吉(2012)。線上合作擬題活動對高一學生數學學習成效與學習態度之影響(碩士論文)。中興大學。  延伸查詢new window
2.方文鋒(2009)。合作擬題教學法對國一學生在一元一次方程式解題之影響(碩士論文)。國立臺南大學。  延伸查詢new window
3.王俐文(2008)。融入擬題的幾何證明教學對國三學生幾何能力之影響(碩士論文)。國立彰化師範大學。  延伸查詢new window
4.吳進寶(2005)。國小五年級擬題教學之研究--以整數四則混合運算為例(碩士論文)。國立中山大學。  延伸查詢new window
5.翁聖恩(2008)。遊戲式擬題系統對學習投入、擬題能力及解題能力提升之研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
6.莊美蘭(2003)。國一數學課程中擬題教學活動之研究(碩士論文)。國立中山大學。  延伸查詢new window
7.鍾雅琴(2002)。合作擬題策略教學對國小五年級資優班與普通班學生分數概念、解題能力與擬題能力之影響(碩士論文)。臺中師範學院。  延伸查詢new window
8.Perez, J. A.(1985)。Effects of student-generated problems on problem solving performance(博士論文)。Columbia University，New York, NY。  new window
9.Smith, N. J.(1977)。The effects of training teachers to teach students at different reading ability levels to formulate three types of questions on reading comprehension and question generation ability(博士論文)。University of Georgia，Athens, GA。  new window
10.林慶宗(2005)。小組合作學習和擬題在資訊融入數學學習之探究(碩士論文)。國立嘉義大學。  延伸查詢new window
11.陳怡君(2010)。學生網路出題結合練習活動對國小學童社會學習領域學習成效之影響(碩士論文)。國立成功大學。  延伸查詢new window
12.陳金章(2007)。擬題活動融入國小五年級數學學習對數學解題表現、數學學習態度影響之研究(碩士論文)。國立屏東教育大學。  延伸查詢new window
13.陳淑芳(2007)。擬題活動融入小數乘除問題補救教學之研究--以受暗隱模式影響之迷思概念為例(碩士論文)。國立屏東教育大學。  延伸查詢new window
14.蕭景文(2005)。合作擬題線上合作解題系統在國小五年級數學學習成就及態度之研究(碩士論文)。國立嘉義大學。  延伸查詢new window
15.洪琮琪(2002)。網路出題與合作學習對學習成效之影響(碩士論文)。國立成功大學。  延伸查詢new window
16.張育綾(2008)。學生網路出題於國小英語學科對學習成效的影響(碩士論文)。國立成功大學。  延伸查詢new window
17.楊惠如(2000)。擬題活動融入國小三年級數學科教學之行動研究(碩士論文)。國立嘉義大學。  延伸查詢new window
圖書
1.Dick, W.、Carey, L.(2011)。The Systematic Design of Instruction。Dallas Texas：Upper Saddle River, NJ：Harper Collins：Pearson。  new window
2.坪田耕三(1987)。いきいき算数子どもの問題づくり：1・2・3年。日本：国土社。  延伸查詢new window
3.Brown, S. I.、Walter, M.(2005)。The Art of Problem Posing。Hilisdale, NJ：Lawrence Eribaum。  new window
4.Reigeluth, C. M.(1983)。Instructional-design theories and models: An overview of their current status。Lawrence Erlbaum Associates。  new window
5.National Council of Teachers of Mathematics(1995)。Assessment Standards for School Mathematics。Reston, Virginia：National Council of Teachers of Mathematics。  new window
6.Yelon, S. L.(1996)。Powerful principles of instruction。Longman。  new window
7.National Council of Teachers of Mathematics(2000)。Principles and standards for school mathematics。Reston, Virginia：National Council of Teachers of Mathematics。  new window
8.張春興(1996)。教育心理學：三化取向的理論與實踐。東華書局。  延伸查詢new window
9.Ebel, Robert L.、Frisbie, David A.(1991)。Essentials of educational measurement。Prentice-Hall, Inc.。  new window
圖書論文
1.Stoyanova, E.、Ellerton, N. F.(1996)。A framework for research into student’s problem posing in school mathematics。Technology in mathematics education。Melbourne, Australia：University of Melbourne。  new window
2.Weinstein, C. E.、Husman, J.、Dierking, D. R.(2000)。Self-regulation intervention with a focus on learning strategies。Handbook of self-regulation。San Diego, CA：Academic Press。  new window
3.Yu, F. Y.、Hung, C.-C.(2006)。An empirical analysis of online multiple-choice question generation learning activity for the enhancement of students’ cognitive strategy development while learning science。Recent progress in computational sciences and engineering: Lectures presented at the International Conference of Computational Methods in Sciences and Engineering 2006 (ICCMSE 2006)。Netherlands：VSP International Science Publishers。  new window
4.梁淑坤(1994)。「擬題」的研究及其在課程的角色。國民小學數學科新課程概說。臺北：台灣省國民學校教師研習彙編。  延伸查詢new window
5.Kilpatrick, J.(1987)。Problem formulating: Where do good problems come from?。Cognitive science and mathematics education。Hillsdale, NJ：Lawrence Erlbaum。  new window
 
 
 
 
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