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題名：探究式資訊素養融入課程成效之四年長期研究
書刊名：教育資料與圖書館學
作者：林菁 引用關係／顏仁德／黃財尉 引用關係
作者(外文)：Chen Lin, Ching／Yan, Ren-de／Huang, Tsai-wei
出版日期：2014
卷期：51:4
頁次：頁561-595
主題關鍵詞：探究式學習；資訊素養；記憶；理解；學業成就；長期研究；Inquiry-based learning；Information literacy；Memory；Comprehension；Academic achievement；Longitudinal study
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  • 被引用次數被引用次數:期刊(7) 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:3
  • 共同引用共同引用:52
  • 點閱點閱:89
本研究旨在檢視四年實施探究式資訊素養融入課程對國小學生記憶和理解融入學科內容之影響，並比較不同學業成就學生的差異趨勢。研究對象為嘉義地區一所國小的72位學生，他們從國小一年級即參與此研究，接受探究式資訊素養融入課程。此所國小實施由研究者及該國小老師共同設計的資訊素養課程，並利用Super3和Big6探究模式將其融入不同學習領域中。自國小一年級下學期開始，每一學期進行一個主題探究任務，至四年級下學期總共七次。搭配此七次探究式學習，本研究分別開發七個記憶與理解測驗，作為檢驗學生學習不同融入學科的成效。研究結果發現探究式資訊素養融入課程可幫助國小一至四年級學生記憶學科的知識，及理解學科的概念，並應用於新的情境中。無論何種學業成就的學生，只要能投入探究的學習過程中，均能有效的記憶與理解學科內容，但低成就學生可能需要較長的時間才能熟練資訊素養課程教導的學習策略。
The purpose of this study was to examine the effects of four-year integrated information literacy instruction via a framework of inquiry-based learning on elementary students' memory and comprehension. Moderating factors of students' academic achievement was another focus of this study. The subjects were 72 students who have participated in this study since they entered an elementary school in Chiayi district. This elementary school adopted the integrated information literacy instruction, designed by the researchers and elementary school teachers, and integrated it into various subject matters via a framework of inquiry-based learning, such as Super3 and Big6 models. A series of inquiry-based integrated information literacy instruction has been implemented since the second semester of the subjects' first grade. A total of seven inquiry learning projects has been implemented from grade one through grade four. Fourteen instruments were used as pretests and posttests to assess students' factual recall and conceptual understanding of subject contents in different projects. The results showed that inquiry-based integrated information literacy instruction could help students memorize facts and comprehend concepts of subject contents. Regardless of academic achievements, if students would like to devote their efforts to inquiry processes, their memory and comprehension of subject contents improved effectively. However, students of low-academic achievement might need more time to be familiar with the inquiry-based learning strategy.
期刊論文
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2.Chu, S. K.、Tse, S. K.、Loh, E. K. Y.、Chow, K.(2011)。Collaborative inquiry projectbased learning: Effects on reading ability and interests。Library & Information Science Research，33(3)，236-243。  new window
3.Soares, L. B.、Wood, K.(2010)。A critical literacy perspective for teaching and learning social studies。The Reading Teacher，63(6)，486-494。  new window
4.Wilson, C. D.、Taylor, J. A.、Kowalski, S. M.、Carlson, J.(2010)。The relative effects and equity of inquiry-based and commonplace science teaching on students' knowledge, reasoning, and argumentation。Journal of Research in Science Teaching，47(3)，276-301。  new window
5.郭藍儀、陳海泓(20111200)。Super3技能融入國小一年級生活課程之探究。區域與社會發展研究，2，329-362。new window  延伸查詢new window
6.Schroeder, C. M.、Scott, T. P.、Tolson, H.、Huang, T. Y.、Lee, Y. H.(2007)。A meta-analysis of national research: Effects of teaching strategies on student achievement in science in the United States。Journal of Research in Science Teaching，44(10)，1436-1460。  new window
7.林菁(20110600)。資訊素養融入國小一年級「校園生物大搜索」主題探究：以Super3模式為例。教育資料與圖書館學，48(4)，539-570。new window  延伸查詢new window
8.林菁(20120300)。資訊素養融入國小二年級社會學習領域「我們的社區」主題探究：以Super3模式為例。教育資料與圖書館學，49(3)，447-478。new window  延伸查詢new window
9.Heider, K. L.(2009)。Information literacy: The missing link in early childhood education。Early Childhood Education Journal，36(6)，513-518。  new window
10.林菁、謝欣穎、謝文峰(20140600)。資訊素養融入國小三年級自然學習領域「樹朋友」主題探究。圖書資訊學研究，8(2)，57-99。new window  延伸查詢new window
11.許義淵(20060500)。資訊素養教學模式Big6教學法融入高中職課程設計--以國文科為例。蘭女學報，10，45-74。  延伸查詢new window
12.黃國禎、郭凡瑞、徐盛旺(20080900)。結合Big Six技能與線上自律學習模式之學習策略--以社會科主題探究活動為例。數位學習科技期刊，1(1)，25-38。new window  延伸查詢new window
13.盧秀琴、戴文雄(20120400)。國小師資生應用Big6技能於自然領域探究式教學的學習與改進。科學教育學刊，20(2)，171-192。new window  延伸查詢new window
14.Abdullah, Abrizah、Zainab, A. N.(20080900)。Empowering Students in Information Literacy Practices Using a Collaborative Digital Library for School Projects。Journal of Educational Media & Library Sciences，46(1)，5-29。new window  new window
15.Callison, D.(2006)。Enough already?: Blazing new trails for school library research: An interview with Keith Curry Lance, Director, Library Research Service, Colorado State Library & University of Denver。School Library Media Research，8，1-39。  new window
16.Chang, C.-Y.、Mao, S.-L.(1999)。Comparison of Taiwan science students' outcomes with inquiry-group versus traditional instruction。Journal of Educational Research，92(6)，340-346。  new window
17.Chu, K. W. S.(2009)。Inquiry project-based learning with a partnership of three types of teachers and the school librarian。Journal of the American Society for Information Science and Technology，60(8)，1671-1686。  new window
18.Crow, S. R.(2009)。Relationships that foster intrinsic motivation for information seeking。School Libraries Worldwide，15(2)，91-112。  new window
19.Furtak, E. M.、Seidel, T.、Iverson, H.、Briggs, D. C.(2012)。Experimental and quasi experimental studies of inquiry-based science teaching: A meta-analysis。Review of Educational Research，82(3)，300-329。  new window
20.Harris, B. R.(2012)。Subversive infusions: Strategies for the integration of information literacy across the curriculum。The Journal of Academic Librarianship，39(2)，175-180。  new window
21.Houle, M. E.、Barnett, G. M.(2008)。Students’ conceptions of sound waves resulting from the enactment of a new technology-enhanced inquiry-based curriculum on urban bird communication。Journal of Science Education and Technology，17，242-251。  new window
22.Mitra, D. L.、Serriere, S. C.(2012)。Student voice in elementary school reform: Examining youth development in fifth graders。American Educational Research Journal，49(4)，743-774。  new window
23.Saunders-Stewart, K. S.、Gyles, P. D. T.、Shore, B. M.(2012)。Student outcomes in inquiry instruction: A literature-derived inventory。Journal of Advanced Academics，23(1)，5-31。  new window
24.Sivanesarajan, Y.、McNicholas, C.、Todd, R.(1993)。Making sense of science: An information skills approach。Science Education News，42，25-27。  new window
25.Taraban, R.、Box, C.、Myers, R.、Pollard, R.、Bowen, C. W.(2007)。Effects of active-learning experiences on achievement, attitudes, and behaviors in high school biology。Journal of Research in Science Teaching，44(7)，960-979。  new window
26.Todd, R. J.(1995)。Integrated information skills instruction: Does it make a difference?。School Library Media Quarterly，23(2)，133-138。  new window
27.Yates, C.、Stoodley, I.、Partridge, H.、Bruce, C.、Cooper, H.、Day, G.、Edwards, S. L.(2012)。Exploring health information use by older Australians within everyday life。Library Trends，60(3)，460-478。  new window
28.Ben-David, A.、Zohar, A.(2009)。Contribution of meta-strategic knowledge to scientific inquiry learning。International Journal of Science Education，31(12)，1657-1682。  new window
29.Cuevas, P.、Lee, O.、Hart, J.、Deaktor, R.(2005)。Improving science inquiry with elementary students of diverse backgrounds。Journal of Research in Science Teaching，42(3)，337-357。  new window
30.Hedges, L. V.、Woodward, G.、Shymanski, J. A.(1990)。A Reassessment of the Effects of Inquiry-based Science Curricula of the Student Performance。Journal of Research in Science Teaching，27(2)，127-144。  new window
31.林麗娟(20030400)。問題導向融入學生專題探索之評析。資訊與教育，94，108-114。  延伸查詢new window
32.Lowery, J.(2005)。Information Literacy and Writing: Natural Partners in the Library Media Center。Knowledge Quest，34(2)，13-15。  new window
33.Krathwohl, David R.(2002)。A revision of Bloom's taxonomy: An overview。Theory Into Practice，41(4)，212-218。  new window
34.侯政宏、崔夢萍(20130600)。問題導向網路學習系統應用於國小五年級資訊素養與倫理之研究--著作權單元為例。教育傳播與科技研究，104，17-36。new window  延伸查詢new window
35.Pine, J.、Aschbacher, P.、Roth, E.、Jones, M.、McPhee, C.、Martin, C.(2006)。Fifth graders' science inquiry abilities: A comparative study of students in textbook and inquiry curricula。Journal of Research in Science Teaching，43(5)，467-484。  new window
36.洪振方(20101000)。思考導向的探究式學習對國二學生科學探究能力的影響。科學教育學刊，18(5)，389-415。new window  延伸查詢new window
37.Wolf, S. J.、Fraser, B. J.(2008)。Learning environment, attitudes and achievement among middle-school science students using inquiry-based laboratory activities。Research in Science Education，38(3)，321-341。  new window
38.謝欣穎、林菁(20130300)。國小三年級學生在資訊素養融入主題探究的科學探究學習態度表現。教育傳播與科技研究，103，1-15。new window  延伸查詢new window
39.Minner, D. D.、Levy, A. J.、Century, J.(2010)。Inquiry-based science instruction--What is it and does it matter? Results from a research synthesis years 1984 to 2002。Journal of Research in Science Teaching，47(4)，474-496。  new window
40.林菁(20081200)。資訊素養融入大學生主題探究之研究。教育資料與圖書館學，46(2)，233-266。new window  延伸查詢new window
圖書
1.Kuhn, D.(2005)。Education for Thinking。London：Harvard University Press。  new window
2.Taylor, T.、Arth, J.、Solomon, A.、Williamson, N.(2007)。100% information literacy success。Clifton Park, NY：Thomson Delmar Learning。  new window
3.Fontichiaro, K.(2009)。21st-century learning in school libraries。Santa Barbara, CA：Libraries Unlimited。  new window
4.Thomas, N. P.、Crow, S. R.、Franklin, L. L.(2011)。Information literacy and information skills instruction: Applying research to practice in the 21st century school library。Santa Barbara, CA：Libraries Unlimited。  new window
5.Eisenberg, M. B.、Robinson, G. A.(2007)。The Super3: Information skills for young learners。Worthington, OH：Linworth。  new window
6.Harada, V. H.、Yoshina, J. M.(2004)。Inquiry learning through librarian-teacher partnerships。Worthington, OH：Linworth。  new window
7.Accardi, M. T.、Drabinski, E.、Kumbier, A.(2009)。Critical library instruction: Theories and methods。Duluth, MN：Library Juice Press。  new window
8.Berghoff, B.、Egawa, K. A.、Harste, J.、Hoonan, B. T.(2000)。Beyond reading and writing: Inquiry, curriculum, and multiple ways of knowing。Urbana, IL：National Council of Teachers of English。  new window
9.Lombard, E.(2010)。Pursuing information literacy: Roles and relationships。Oxford, UK：Chandos。  new window
10.Savage, T. V.、Armstrong, D. G.(2007)。Effective teaching in elementary social studies。Upper Saddle River, NJ：Pearson。  new window
11.American Association of School Librarians(2009)。Standards for the 21st-century learner in action。Chicago, IL：American Association of School Librarians。  new window
12.Andretta, S.(2005)。Information Literacy: A Practitioner's Guide。Oxford, UK：Chandos。  new window
13.Eisenberg, M. B.、Berkowitz, R. E.(1999)。Teaching information & technology skills: The big6 in elementary schools。Linworth。  new window
14.Kuhlthau, C. C.、Maniotes, L. K.、Caspari, A. K.(2007)。Guided Inquiry: Learning in the 21st Century。Westport, CT：Libraries Unlimited。  new window
15.Eisenberg, M. B.、Lowe, C. A.、Spitzer, K. L.(2004)。Information Literacy: Essential Skills for the Information Age。Libraries Unlimited。  new window
16.Bloom, B. S.、Engelhart, M. D.、Furst, E. J.、Hill, W. H.、Krathwohl, D. R.(1956)。Taxonomy of educational objectives: the classification of educational goals. Handbook 1, Cognitive domain。New York：Longman。  new window
17.教育部(2003)。國民中小學九年一貫課程綱要，自然與生活科技學習領域。台北：教育部。  延伸查詢new window
18.Cohen, J.(1988)。Statistical power and analysis for the behavioral sciences。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
19.American Association of School Librarians、Association for Educational Communication and Technology(1998)。Information Power: Building Partnerships for Learning。Chicago, IL：American Library Association。  new window
20.National Research Council(2000)。Inquiry and the National Science Education Standards。Washington, DC：National Academy Press。  new window
21.Grassian, Esther S.、Kaplowitz, Joan R.(2009)。Information Literacy Instruction: theory and practice。Neal-Schuman Publishers。  new window
22.Anderson, Lorin W.、Krathwohl, David R.、Airasian, Peter W.、Cruikshank, Kathleen A.、Mayer, Richard E.、Pintrich, Paul R.、Wittrock, Merlin C.、Raths, James(2001)。A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives。Addison Wesley Longman。  new window
圖書論文
1.Loyens, S. M. M.、Rikers, R. M. J. P.(2011)。Instruction based on inquiry。Handbook of research on learning and instruction。New York, NY：Routledge。  new window
 
 
 
 
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