臺灣博碩士論文加值系統

近年來，結合真實環境學習目標的行動學習模式已受到許多研究者的重視。研究指出在無所不在學習環境中，使用心智工具是有效的教學設計方法。許多學者指出，使用心智工具如凱利方格能幫助學生建立知識架構，釐清自然科學的學習目標之間的差異，進而同時學習判斷許多學習目標之間的差異，可讓學生達到有意義的學習。然而，在建立知識表格的過程中，學生往往因其先備知識的不同，有部分學生未能學習到全面性的知識，因此未能篩選出判斷不同學習目標差異的重要屬性，也忽略了學習內容中也許存在不同的知識層面，因此遺失一些重要的訊息。為了處理這樣的問題，本研究結合巨觀概念構圖與微觀知識表格建立一套知識工程無所不在同儕互評學習模式，讓學習者藉由學習概念構圖瞭解整體知識架構，篩選出有意義的特徵，再藉由知識表格釐清不同學習目標特徵的屬性與描述。經由實驗結果發現，結合巨觀的全面概念構圖與微觀的知識表格的無所不在同儕互評學習模式，不僅改善了學生學習動機、自我效能和合作學習能力，同時也提升了學生的學習成效，進而改善了學生在無所不在學習環境中所建立的知識表格的品質。

In recent years, researchers have indicated that using Mindtools as mobile learning strategies is effective for improving students’ learning achievement. Researchers have further identified that learning in an authentic environment with quality knowledge constructional supports can engage students in thorough observations and knowledge construction. Grid-based knowledge constructional tools such as repertory grid enables students to compare the characteristics and its value of learning targets in Natural Science course. Although researchers have identified the effectiveness of Mindtools, many students may not aware the whole knowledge structure when they are creating grid-based Mindtools. To cope with the problem, this study integrated the concept map-based global view and knowledge grid-based micro view into a ubiquitous peer-assessment model, which allows students to reinforce the overall understanding of attributed features of learning contents. From the experimental results, it was found that the proposed ubiquitous peer-assessment model not only significantly promoted the students’ learning motivation, self-efficacy, and collaborative learning ability, but also improved their learning achievement. Moreover, the quality of experimental students’ knowledge grid is significantly better than those in the control group.

致謝 ii
中文摘要 iii
英文摘要 iv
目錄 v
表目錄 viii
圖目錄 ix
第一章 緒論 1
1.1 研究背景及動機 1
1.2 研究目的與研究問題 2
1.3 名詞解釋 2
1.3.1 情境感知無所不在學習(Context-aware ubiquitous learning) 2
1.3.2 同儕互評(peer assessment) 3
1.3.3 心智工具(MindTools) 3
1.3.4 概念構圖(Concept Map) 4
1.3.5 知識表格(knowledge grid) 4
第二章 文獻探討 5
2.1 行動與情境感知無所不在學習 5
2.1.1 行動學習與情境感知無所不在學習之意涵 5
2.1.2 情境感知無所不在學習相關研究 5
2.2 同儕互評 7
2.2.1 同儕互評應用於數位學習相關研究 8
2.3 心智工具 9
2.3.1 心智工具應用於數位學習相關研究 9
2.4 概念構圖 9
2.4.1 概念構圖應用於數位學習相關研究 9
2.5 知識表格 10
2.5.1 知識表格應用於數位學習之研究 10
第三章 結合巨觀概念構圖與微觀知識表格之 無所不在同儕互評學習模式 11
3.1 學習環境 11
3.2 系統架構 12
3.3 系統功能與畫面 15
第四章 實驗設計 23
4.1 實驗對象與環境 23
4.2 實驗流程 24
4.3 研究工具 25
4.3.1 學習成效測驗 25
4.3.2 知識表格計分方式 26
4.3.3 自然科學習動機問卷 26
4.3.4 群體學習自我效能問卷 26
4.3.5 個人學習自我效能問卷 27
4.3.6 認知負荷問卷 27
4.3.7 合作學習能力問卷 27
4.3.8 學習模式滿意度問卷 27
4.3.9 同儕互評評分規準 27
第五章 實驗成果 30
5.1 自然科蝴蝶知識單元學習成效 30
5.1.1 學習前測驗 30
5.1.2 學習後測驗 30
5.2 知識表格計分 31
5.3 自然科學習動機 32
5.4 群體學習自我效能 33
5.5 個人學習自我效能 34
5.6 認知負荷 35
5.7 合作學習能力 36
5.8 學習模式滿意度 36
5.9 開放性問卷結果 37
第六章 結論與建議 38
6.1 研究結論 38
6.2 研究範圍與限制 40
6.3 研究建議與未來展望 40
參考文獻 42
附件一 蝴蝶知識行動學習活動-學習前測驗 47
附件二 蝴蝶知識行動學習活動-學習後測驗 50
附件三 學習活動評估問卷(學習前問卷) 54
附件四 學習活動評估問卷(學習後問卷) 57
附件五 蝴蝶概念構圖 63

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