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研究生(外文):Wang-Hsin Kuo
論文名稱(外文):Supporting and analyzing collaborative inquiry activity with handheld devices
外文關鍵詞:Handheld DeviceJust in Time TeachingPeer Interaction AnalysisInquiry-based learningCollaborative Learning
  • 被引用被引用:2
  • 點閱點閱:281
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  • 收藏至我的研究室書目清單書目收藏:5

實驗課前的活動設計主要是希望能提供學生課前學習環境,降低學生先備知識的不足,減少教師課中教學的負擔,並且提供一個繳交機制,讓老師掌握學生的課前的狀況。而實驗課中活動利用個人行動輔具(PDA)增加小組組員之間的互動,實驗課後活動設計,針對實驗課中的內容,再予以加強學生對實驗的暸解,為達上述目的,因此本研究實作了預報系統,讓學生達到課前學習,透過實驗課中PDA的概念檢視機制(The mechanism of concept monitoring),讓學生可以檢視每一個組員的想法,形成學生概念上的衝突(Concept conflict),且透過彼此協商且面對面溝通,因而達成共識,最後透過結報系統,將實驗的成果回饋給教師。

The objective of this research is to present a collaborative inquiry based learning activity in physics laboratory which students can perform activity as pre-class, in-class and after-class environment, and aim to assist students in the procedures of experimental design, data collection, data analysis and discussion and to promote the interactive and participation by using probing device. These activities are designed to provide a collaborative inquiry learning environment for students, and to reduce the burden of preparation for the teachers

Before classroom, a key characteristic of this activity is the creation of a feedback loop between the classroom and the Web using Internet “Warm Up” assignments that are due prior to class time. By examining student responses to Warm Up exercises before class, faculty members can determine the level of understanding, prior knowledge, and misconceptions that students bring to class. Classroom time can then be spent addressing these misconceptions while discussing course content. In the classroom setting, it adopts collaborative inquiry digital environment to enhance students’ interaction within a group by the handheld devices. And in this activity we provide a mechanism in PDA which show-and-tell students’ concept.

For these purpose, the pre-class web site by using JiTT. And in-class activity with the mechanism of concept monitoring are designed and implemented. The system assists students in achieving pre-class collaborative learning. The teacher can get the feedback from students’ pre-class mission through web site. And in class, it helps students face-to-face interact and collaboratively achieve group mission through wireless network.

According to evaluations of this study, the pre-class web site with concept monitoring and in-class activity with Miguel’s method is helpful to enhance students’ interaction and learning. Furthermore, the system aids students in achieving the sequential assignment efficiently. Finally, future improvement suggestions are proposed.
中文摘要 i
Abstract ii
誌 謝 iii
目 錄 iv
表 目 錄 vi
圖 目 錄 vii
第1章 緒論 1
1.1 研究背景 1
1.2 研究動機 5
1.3 研究目的 6
1.4 研究問題 7
1.5 研究限制 9
1.6 論文架構 9
第2章 文獻探討 10
2.1 探究學習 10
2.1.1 探究式實驗教學 10
2.1.2 科學探究技能 11
2.2 相關教學理論 12
2.2.1 及時教學理論 12
2.2.2 合作學習理論 14
第3章 系統設計 16
3.1 數位實驗教學環境 16
3.2 教學活動設計 18
3.2.1 學習活動流程 20
3.2.2 實驗課前活動設計_預報系統 21
3.2.3 實驗課中活動設計_PDA系統的角色與介入 24
3.2.4 實驗課後活動設計_結報系統 26
3.3 系統架構 27
3.4 系統環境建置 28
3.5 軟體功能與系統畫面 31
3.5.1 預報系統 31
3.5.2 PDA系統 34
3.5.2 結報系統 39
第4章 研究方法 40
4.1 研究對象 40
4.2 研究設計 40
4.3 研究時程 41
4.4 研究工具 41
4.4.1 硬體設備 : 41
4.4.2 系統平台: 42
4.4.3 軟體開發: 42
4.4.4 群體動態分析(Group Dynamic Analysis) 43
4.4.5 問卷調查: 51
第5章 實驗結果與討論 52
5.1 實驗目的 52
5.2 群組動態分析結果討論 53
5.3 問卷結果討論 55
第6章 結論與未來工作 64
6.1 結論 64
6.2 未來工作 66
參考文獻 68
中文部分 68
英文部分 68
附錄A 學生自行發展系統問卷 73
附錄B 群組動態分析 75
實驗 2007.04.17 75
實驗 2007.05.01 80
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