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題名：透過知識創新教學理念與學習平臺以培養國小學生自然課合作學習與翻新想法的習慣
書刊名：科學教育學刊
作者：洪煌堯 引用關係／蔡佩真／林倍伊
作者(外文)：Hong, Huang-yao／Tsai, Pei-chen／Lin, Pei-yi
出版日期：2014
卷期：22:4
頁次：頁413-439
主題關鍵詞：合作學習；知識創新；知識論壇平臺；節能減碳；電腦支援協作學習；Collaborative learning；Knowledge building；Knowledge forum；Energy saving；Computer collaborative learning
原始連結：連回原系統網址new window
相關次數：
  • 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:7
  • 共同引用共同引用:7
  • 點閱點閱:62
本研究以知識創新的教學理念為基礎，設計國小自然課程中有關「節能減碳」知識的學習活動，並經由知識論壇平臺的輔助以促進學生以翻新想法為核心的合作學習。本研究採個案研究，以臺灣國小五年級學生為研究對象。以知識創新的教學理念進行一學年有關節能減碳教育的教學，學生利用知識論壇平臺進行互動、合作與討論。結果發現，知識創新教學有助於促進學生間以「想法」為單位的合作學習，例如學生在知識論壇上的「修改他人想法的貼文」在學習第一至三階段中不斷成長，「共有作者貼文」的比例在學習階段一至四中不斷成長。透過知識論壇的合作互動，學生能夠產生許多關於節能減碳的個人想法，同時分享並不斷改進想法，使想法更具完整性與解釋力。另外，與國中教材的重要概念相比，結果亦顯示在知識創新的教學下學生能提出更豐富、多元的節能減碳的想法。證實知識創新環境中的學習有助於培養學生集體知識共構的習慣，以及豐富學生的合作學習經驗。本研究建議：鼓勵以想法為中心的合作學習與互動，以幫助學生發展知識創新的關鍵能力。
This study aimed to help students collectively construct knowledge regarding energy saving, using an innovative pedagogical approach called knowledge building. Participants in this case study were 5th-grade students in Taiwan. They worked in Knowledge Forum-a knowledge building environment-for a complete school year. The analysis indicated that knowledge building did make students become more collaborative; as a result, they were able to engage deeply in the process of ideas generation, idea interaction, and idea improvement, rather than to engage in superficial social talk. In addition, it was found that students were able to discuss and form rich concepts of energy saving; they were not only able to share ideas, but to deepen their ideas relevant to energy-saving; it was found that there were significantly more concepts co-constructed in class than concepts covered in some official curriculum materials. In sum, knowledge building seemed to be useful for students to create collaborative knowledge in science learning. Some implications regarding teaching and collaborative learning were discussed.
期刊論文
1.羅希哲、蔡慧音、曾國鴻(20110600)。高中女生STEM網路專題式合作學習之研究。高雄師大學報．自然科學與科技類，30，41-61。new window  延伸查詢new window
2.Boyes, E.、Stanisstreet, M.(1993)。The greenhouse effect-children’s perceptions of causes, consequences and cures。International Journal of Science Education，15，531-552。  new window
3.Chan, C. K.、Lam, I. C.、Leung, R. W.(2012)。Can collaborative knowledge building promote both scientific processes and science achievement?。International Journal of Educational Psychology，1(3)，199-227。  new window
4.Dias, R. A.、Mattos, C. R.、Balestieri, J. A. P.(2004)。Energy education: Breaking up the rational energy use barriers。Energy Policy，32(11)，1339-1347。  new window
5.Greiff, S.(2012)。From interactive to collaborative problem solving: Current issues in the Programme for International Student Assessment。Review of Psychology，19(2)，111-121。  new window
6.Hansen, J. K. P.(2010)。Knowledge about the greenhouse effect and the effects of the ozone layer among Norwegian pupils finishing compulsory education in 1989, 1993, and 2005-what now?。International Journal of Science Education，32(3)，397-419。  new window
7.Hong, H.-Y.(2011)。Beyond group collaboration: Facilitating an idea-centered view of collaboration through knowledge building in a science class of fifth-graders。The Asia-Pacific Education Researcher，20(2)，246-262。  new window
8.Hong, Huang-Yao、Chang, Yu-Hui、Chai, Chin Sing(2014)。Fostering a collaborative and creative climate in a college class through idea-centered knowledge-building。Instructional Science，42(3)，389-407。  new window
9.Hong, H. Y.、Chen, F. C.、Chai, C. S.、Chan, W. C.(2011)。Teacher-education students’ views about knowledge building theory and practice。Instructional Science，39(4)，467-482。  new window
10.Hong, Huang-Yao、Lin, Shu-Ping(2010)。Teacher-education students' epistemological belief change through collaborative knowledge building。The Asia-Pacific Education Researcher，19(1)，99-110。  new window
11.Hong, Huang-Yao、Sullivan, Florence R.(2009)。Towards an idea-centered, principle-based design approach to support learning as knowledge creation。Educational Technology Research & Development，57(5)，613-627。  new window
12.Scardamalia, M.(2003)。Knowledge forum (advances beyond CSILE)。Journal of Distance Education，17(Suppl. 3)，23-28。  new window
13.Solbes, J.、Guisasola, J.、Tarin, F.(2009)。Teaching energy conservation as a unifying principle in physics。Journal of Science Education and Technology，18(3)，265-274。  new window
14.Whitehead, A. N.(1959)。The aims of education。Daedalus，88(1)，192-205。  new window
15.Zhang, Jianwei、Hong, Huang-Yao、Scardamalia, Marlene、Teo, Chew Lee、Morley, Elizabeth A.(2011)。Sustaining knowledge building as a principle-based innovation at an elementary school。Journal of the Learning Sciences，20(2)，262-307。  new window
16.Zografakis, N.、Menegaki, A. N.、Tsagarakis, K. P.(2008)。Effective education for energy efficiency。Energy Policy，36(8)，3226-3232。  new window
會議論文
1.Hong, H. Y.、Scardamalia, M.、Messina, R.、Teo, C. L.(2008)。Principle-based design to foster adaptive use of technology for building community knowledge。The eighth international conference for the learning sciences。International Society of the Learning Sciences。374-381。  new window
2.Rena., M. P.、Keith, P.(2001)。Lessons from cyberspace classroom。The meeting of the 17th Annual Conference on Distance Teaching and Learning。Madison, WI。  new window
3.Stahl, G.(200707)。Meaning making in CSCL: Conditions and preconditions for cognitive processes by groups。8th international conference on Computer supported collaborative learning。New Brunswick, NJ。  new window
學位論文
1.唐國華(2010)。高雄市國中學生能源科技認知與節能減碳態度之研究(碩士論文)。高雄師範大學。  延伸查詢new window
2.鍾秀媛(2010)。臺北縣國小高年級學童節能減碳認知、行動及態度差異之研究(碩士論文)。臺北市立教育大學。  延伸查詢new window
3.李麗香(2010)。電腦概念構圖教學應用在能源動力科技概念學習成效之研究(碩士論文)。高雄師範大學。  延伸查詢new window
4.黃筑暉(2009)。講述教學法對節能減碳教學單元之成效探討(碩士論文)。淡江大學。  延伸查詢new window
5.楊森吉(2011)。知識建構導向電腦支援合作學習環境之學習歷程評估研究(碩士論文)。國立政治大學。  延伸查詢new window
6.林姵君(2009)。國中學生節能減碳行為意圖及其相關因素之研究--以台北縣某國中為例(碩士論文)。國立臺灣師範大學。  延伸查詢new window
圖書
1.Johnson, D. W.、Johnson, R. T.(1993)。Cooperative learning。Hoboken, NJ：Wiley-Blackwell。  new window
2.黃政傑、吳俊憲(2006)。合作學習：發展與實踐。臺北：五南書局。  延伸查詢new window
3.Popper, Karl R.(1972)。Objective Knowledge: An Evolutionary Approach。Oxford：Clarendon Press。  new window
4.黃政傑、林佩璇(1996)。合作學習。五南。  延伸查詢new window
5.Slavin, Robert E.(1995)。Cooperative Learning: Theory, Research, and Practice。Allyn and Bacon, Inc.。  new window
6.Strauss, Anselm L.、Corbin, Juliet M.(1990)。Basics of qualitative research: Grounded theory procedure and techniques。Sage。  new window
圖書論文
1.Scardamalia, Marlene、Bereiter, Carl(2006)。Knowledge building: Theory, pedagogy, and technology。The Cambridge Handbook of the Learning Sciences。Cambridge University Press。  new window
2.Chang, C. H.、Hong, H. Y.(2012)。Teacher-education students’ beliefs in science teaching in a knowledge building environment。The future of learning -- ICLS 2012。Sydney, Australia：International Society of the Learning Sciences。  new window
3.Chiu, C. H.、Hong, H. Y.(2012)。Enhancing students’ understanding of what ideas are for knowledge building。The future of learning -- ICLS 2012。Sydney, Australia：International Society of the Learning Sciences。  new window
4.Hong, H.-Y.(2014)。Developing student-centered teaching beliefs through knowledge building among prospective teachers。Knowledge creation in education。Singapore：Springer Science, Business Media Singapore。  new window
5.Scardamalia, M.(2004)。CSILE/Knowledge Forum®。Education and technology: An encyclopedia。Santa Barbara, CA：ABC-CLIO。  new window
6.Yusoff, M.、Yu, S.、Chang, C. Y.(2013)。The Use of knowledge building tool for science learning in an elementary school。Creating holistic technology-enhanced learning experiences。Rotterdam：Sense。  new window
7.Stahl, G.、Koschmann, T.、Suthers, D.(2006)。Computer-supported collaborative learning: An historical perspective。Cambridge handbook of the learning sciences。Cambridge, MA。  new window
8.Scardamalia, M.(2002)。Collective cognitive responsibility for the advancement of knowledge。Liberal Education in a Knowledge Society。Open Court。  new window
9.Scardamalia, M.、Bereiter, C.(2003)。Knowledge building。Encyclopedia of education。New York：Macmillan Reference。  new window
 
 
 
 
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