臺灣博碩士論文加值系統

隨著行動科技的蓬勃發展，學習者不再受限於教室或者書桌等固定區域進行學習，學習的活動更能夠由課堂拓展延伸到戶外，這種無所不在的學習環境越來越受到重視。目前也有許多研究發現，探究式學習能夠讓學生從被動的知識接收者轉變為主動的學習活動參與者，這種教學策略對於培養學生的批判性思考能力有相當大的助益。因此，將探究式教學策略導入無所不在學習環境所形成的無所不在探究式學習已逐漸成為一個新興的研究議題。
然而，無所不在探究式學習環境是否對提升學生的學習成效有所助益，仍有待進一步的探討。此外，如何在無所不在學習環境中建立一套有效的探究式學習模式以提升學生的批判性思考能力，也是一個值得深入研究的議題。近年來，考慮學生個別差異的適性化學習研究方興未艾。但是，在無所不在探究式學習環境中，如何根據學生個人的學習風格提供合適的探究式學習引導問題類型，相關研究卻十分貧乏。
為了了解學習環境、學習模式與學習風格對於無所不在探究式學習的影響，本研究開發一套無所不在探究式學習平台，並導入5E學習環教學模式於無所不在探究式學習中。再結合Kolb學習風格理論，提出個人化無所不在探究式學習引導策略，依照學生的學習風格，配置合適的探究式學習引導問題給學習者進行探究。
分析教學實驗結果發現，無所不在探究式學習環境較一般無所不在學習環境更能提升學習者的學習成就與批判性思考能力。而在現場探索的學習活動結束後，增加事後反思的學習活動可以更進一步提升學生的批判性思考能力。同時，如果能夠根據學生的學習風格提供合適的探究學習引導問題類型，亦可更進一步提升學習者的學習成就。

Accompanying with the development of mobile technology, learning activities are no longer limited in classrooms or specific places. They can be performed at outdoor. Such kind of ubiquitous learning becomes more and more important. On the other hand, many researches reveal that inquiry-based learning turns students from passive knowledge receivers into active learning-activity participants, and benefits the students in promoting their critical thinking abilities. Thus Inquiry-based Ubiquitous Learning becomes an emergent research topic.
However, further investigation is needed to verify the superiority of the inquiry-based ubiquitous learning over normal ubiquitous learning environment. Moreover, it is interesting to develop an inquiry-based ubiquitous learning approach to further promote students’ critical thinking. In recent years, personalized learning that considers the individual differences of students has gained much more attentions. Nevertheless, little related research is done on inquiry-based ubiquitous learning.
To investigate the effects of learning environment, learning approach and learning style on inquiry-based ubiquitous learning, an inquiry-based ubiquitous learning system is proposed and developed. The 5E learning cycle is applied as the inquiry-based ubiquitous learning approach. Moreover, the Kolb’s learning style is considered to allocate suitable types of guidance problems in the inquiry-based ubiquitous learning.
A serial of field experiments are conducted and the analysis results show that both learning achievement and critical thinking ability are promoted in the proposed inquiry-based learning environment. The full 5E learning cycle further promotes the critical thinking and the personalized learning strategy further promotes the learning achievement.

摘要 ii
Abstract iii
致謝 iv
目錄 v
圖目錄 viii
表目錄 x
第一章 簡介 1
1.1 研究背景 2
1.2 研究動機 3
1.3 研究目的 4
1.4 論文架構 5
第二章 相關文獻探討 6
2.1 無所不在學習 6
2.2 探究式學習 8
2.2.1 5E學習環教學模式 10
2.3 適性化學習 12
2.3.1 Kolb學習風格理論 13
2.4 結語 16
第三章 研究方法 17
3.1 無所不在探究學習環境 17
3.1.1 系統開發環境 17
3.1.2 系統架構 18
3.1.3 介面設計 21
3.1.4 使用者認證介面 21
3.1.5 學習導引介面 23
3.1.6 教材介面 24
3.2 無所不在探究學習模式 26
3.3 個人化無所不在探究式學習策略 28
第四章 無所不在探究學習環境對學習成效之影響 32
4.1 研究架構 32
4.2 研究工具 33
4.3 實驗設計 34
4.4 實驗流程 36
4.5 學習成就分析 37
4.6 學習態度分析 38
4.7 學習滿意度分析 39
4.8 心智負荷分析 40
4.9 科技接受度分析 40
4.10 批判性思考分析 42
4.11 小結 43
第五章 無所不在探究學習模式對批判性思考之影響 44
5.1 研究架構 44
5.2 研究工具 45
5.3 實驗設計 45
5.4 實驗流程 47
5.5 批判性思考分析 48
5.6 小結 49
第六章 學習風格對無所不在探究學習成就之影響 50
6.1 研究架構 50
6.2 研究工具 51
6.3 實驗設計 52
6.4 實驗流程 53
6.5 學習成就分析 54
6.6 小結 59
第七章 結論與建議 60
7.1 結論 60
7.2 未來展望 61
參考文獻 62
附錄A 67
附錄B 69
附錄C 72
附錄D 75
附錄E 80
附錄F 81

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