臺灣博碩士論文加值系統

問題發佈與範例學習雖然皆致力於促進學習效果，然而兩者的研究方向截然不同，本論文回顧問題發佈與範例學習的成效，並同時結合問題發佈與範例學習來設計教學活動。本論文共有二部份，第一部份旨在探討範例學習對問題發佈的影響；第二部份探討在範例學習中，實施問題發佈活動的影響。
在第一部份中，假設範例學習有益於問題發佈活動，並採用準實驗研究法，研究結果顯示有範例支援的實驗組相較於控制組發佈更多吻合主題且複雜的題型，尤其是在分析型的題型上。
在第二部份中，由於問題發佈包括自問自答的過程，因此有益於誘發學生的自我解釋，採用準實驗研究法探討在範例學習中，問題發佈對問題解決能力、自我效能與心智負荷的影響；研究結果顯示結合問題發佈與自我解釋的實驗組相較於單獨自我解釋的控制組在問題解決能力與自我效能上皆有較好的表現；此外，問題發佈透過自我效能的中介效果對問題解決能力有正向影響。對於在範例學習中，結合問題發佈所產生的益處，我們稱之為「問題發佈增加自我解釋效果」。
總結上述，本論文指出整合範例支援問題發佈活動對學生問題發佈的技能有正向的影響，並且結合問題發佈與自我解釋在範例學習上對問題解決能力與自我效能有正向的影響；因此，在學習策略的應用上，問題發佈與範例學習可以互相搭配應用。

Both problem posing and worked examples have developed research lines on different ways to improve learning. This dissertation reviewed the 　　　　effects of both problem posing and worked examples and found that it was possible to find ways to combine worked examples and problem posing to improve learning. The dissertation has developed two studies: The first study was designed to investigate the effects of worked examples underpinning problem posing. The second study was designed to explore the effects of 　　problem posing as a supplement to self-explanation for studying worked examples.
The first study hypothesized that worked examples may have benefits for supporting problem posing. A quasi-experiment design was conducted. The results showed that for problem posing skills, those in the experimental group, who generated problems with the additional supports of worked examples, performed better than those in the control group, who only generated problems without support. The significant effects were revealed particularly on posing more non-digressive and complex problems, particularly for analytical problems referring to only a learning concept or a formula involved in a problem.
In the second study, problem posing was suggested to induce learners’ self-explanations as a result of the process of self-questioning and 　self-answering. A quasi-experiment design was conducted to investigate the effects of problem posing for studying worked examples on problem-solving skills, self-efficacy, and mental effort. The results revealed that students who conducted self-explanation and problem posing performed significantly better on problem solving skills in median-, and far-transfer problems, and higher self-efficacy than students who only conducted self-explanation in mind. The results also identified a significant mediation effect for self-efficacy that mediated between problem posing and problem solving ability. We called this the problem posing supplement self-explanation effect referring to the additional benefits of problem posing for studying worked examples.
To sum up, this dissertation showed that integrating worked examples into problem posing developed better problem posing skills. Also, incorporating problem posing as a supplement to self-explanation for studying worked examples revealed better problem solving abilities and self-efficacy. Combined with the above results, problem posing and worked examples were mutually benefited from each other.

Table of Contents
ACKNOWLEDGEMENTS I
ABSTRACT IV
摘要 VI
Table of Contents VII
List of Figures IX
List of Tables X
CHAPTER 1: INTRODUCTION 1
1.1. Background and Motivation 1
1.2. Statement of Problems 3
1.3. Research Purposes 8
1.4. Definitions of Terms 8
1.5. Organization of the Dissertation 10
CHAPTER 2: THEORETICAL BACKGROUND 12
2.1. Problem Posing 12
2.2. Worked Examples 14
2.3. Self-Explanation 16
2.4. Self-Efficacy 19
2.5. Summary 21
CHAPTER 3: RESEARCH METHODS 25
3.1. Research Direction of Study 1 25
3.2. Research Direction of Study 2 27
3.3. Participants 31
3.4. Learning Material 32
3.5. Learning Environment 34
3.6. Experimental Procedure 39
3.7. Instruments 44
3.8. Data Collection 53
3.9. Data Analysis 55
CHAPTER 4: RESULTS 59
4.1. Results of Study 1 59
4.2. Results of Study 2 62
CHAPTER 5: DISCUSSION AND CONCULSION 73
5.1. Discussion of Study 1 73
5.2. Conclusion of Study 1 76
5.3. Discussion of Study 2 78
5.4. Conclusion of Study 2 83
5.5. General Conclusion 85
5.6. Implication for Practice 86
5.7. Limitations and Future Research Directions 87
REFERENCES 91
APPENDICES 104

List of Figures
Figure 1. Research Model of Study 1 26
Figure 2. Research Model of Study 2 30
Figure 3. Research Model of Mediation Effect of Self-Efficacy 31
Figure 4. Screenshot of Main Menu for SE-PP Group 36
Figure 5. Screenshot of Solution Procedure 37
Figure 6. Screenshot of an Instructional Explanation 37
Figure 7. Experimental Procedure of Study 1 41
Figure 8. Experimental Procedure of Study 2 44
Figure 9. Distribution of Problem Levels in Two Groups 60

List of Tables
Table 1. Rubric for Problem-Level-Taxonomy 46
Table 2. Examples for Each Level Regarding “Future Value of Annuity” 49
Table 3. Principal Component Analysis of Self-Efficacy 52
Table 4. Principal Component Analysis of Mental Effort 54
Table 5. Means and Standard Deviations of Each Measure by Two Groups 61
Table 6. Estimate Marginal Means of Problem Solving Skills, Self-Efficacy, and Mental Effort 64
Table 7. Results of Homogeneity of Regression Analysis for Problem Solving Skills, Self-Efficacy, and Mental Effort 64
Table 8. Results of MANCOVA for Problem Solving Abilities 66
Table 9. Results of ANCOVA for Problem Solving Abilities 67
Table 10. Results of ANCOVA for Self-Efficacy 68
Table 11. Results of ANCOVA for Mental Effort 69
Table 12. Results of Regression Analysis 70

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