臺灣博碩士論文加值系統

本研究之目的為了解使用同步討論與反思平台系統(Synchronous Discussion and Reflection System, SDRS)對於國小學生在基因改造食品(Genetically Modified Food, GMF)的學習上之學習環境知覺以及學習成效上的影響。受試者為台灣台中市的22名國小學生，由實驗組的10名學生和對照組的12名學生組成。實驗組學生使用SDRS平台系統，來協助他們在學習活動中進行自我導向討論與反思，對照組的學習活動則是以教師引導的小組討論為主。在研究結果方面，本研究以問卷來了解學生對於基於知識翻新學習環境 (Knowledge Building-Based Learning Environment) 的知覺；而學生的學習成效則是由每週學生的討論結果紀錄來呈現。
研究結果在學生對於基於知識翻新學習環境的知覺方面，實驗組與對照組的表現並沒有明顯差異；而在學習成效的表現上，實驗組是優於對照組的。根據本研究結果可看出，學生在學習環境知覺上使用SDRS作基於知識翻新學習的自我導向討論和反思與課堂教師引導的討論方式具有相同的成效。而本研究也建議，國小學生需要更多的時間來使用平台進行基於知識翻新學習環境的學習，以便在他們對學習環境的知覺和學習成果方面獲得更好的結果。

The purposes of this study are to understand the effects of using Synchronous Discussion and Reflection System (SDRS) platform in the elementary students’ perception of the learning environment and students’ learning outcomes regarding the Genetically Modified Food (GMF). A total of 22 students from Elementary School in Taichung Taiwan joined this study, consisted of 10 students in the experimental group and 12 students in the control group. A questionnaire measured the student perception of KB-based environment. The students learning outcomes obtained from every week group discussion. The experimental group using SDRS have advantages in self-directed discussion and reflection system and the control group discussion only by teacher guidance.
The result of the students’ perception in the KB-Based learning environment from the experimental group is as good as the control group, and the result of learning outcomes in the experimental group are better than the control group. So this study concludes that the Knowledge Building-Based Learning using SDRS as a platform for self-directed discussion and reflection was equally effective with the discussion guide by the teacher in class. This study also suggests that elementary school students need more time to adapt using the platform in KB-based learning to get better result both in their perception of the learning environment and their learning outcomes.

中文摘要 ii
ABSTRACT iii
ACKNOWLEDGMENT iv
TABLE OF CONTENTS v
LIST OF FIGURES vii
LIST OF TABLES viii
CHAPTER 1 INTRODUCTION 1
1.1 Background 1
1.2 Overview of the Study 4
1.3 Research Question 5
CHAPTER 2 LITERATURE REVIEW 6
2.1 Knowledge Building 6
2.2.1 Knowledge Building Definition 6
2.2.2 Knowledge Building Environment 10
2.2 Computer-Supported Collaborative Learning 11
2.3.1 Collaborative Learning 11
2.3.2 Computer-Supported Collaborative Learning 12
2.3 Reflection 14
2.3.1 Definition of Reflection 14
2.3.2 Reflective Learning 14
2.3.3 Reflection in Self-Directed Learning 16
2.3.4 Reflection in Knowledge Building Environment 16
CHAPTER 3 METHODOLOGY 17
3.1 Research Participants 17
3.2 Research Design and Procedures 17
3.3 Instruments, Data Collections and Data Analysis 28
CHAPTER 4 RESULTS AND DISCUSSIONS 32
4.1 Student Perception of Knowledge Building-Based Learning Environment 32
4.2 Student Knowledge Building-Based Learning Outcomes 34
4.3 Discussions 39
CHAPTER 5 CONCLUSIONS AND SUGGESTIONS 44
5.1 Conclusions 44
5.2 Suggestions 45
REFERENCES 46
APPENDIX 52
Appendix 1: Knowledge Building Environment Scale (KBES) Questionnaire for Pretest 52
Appendix 2: Knowledge Building Environment Scale (KBES) Questionnaire for Post-test 56
Appendix 3: Experimental Group Knowledge Building-Based Learning Outcomes Results 60
Appendix 4: Control Group Knowledge Building-Based Learning Outcomes Results 65
Appendix 5: Research Documentation 71

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