臺灣博碩士論文加值系統

本論文為國小教師進行生態問題導向學習活動之教學設計行動研究，研究中運用教學系統設計模式（Instructional System Design, ISD），配合校園的資源，以國小四至六年級兒童為對象，進行學習目標、學習者以及學習內容（蝴蝶生態知能）的分析，再依據分析結果設計、發展有關蝴蝶生態問題導向學習活動之教師手冊及學習單，並據以實施且逐步記錄、分析師生進行生態問題導向學習活動之歷程及學習成效；在整個教學設計的過程中，並邀請教學設計專家、教學內容專家（蝴蝶生態專家）以及教學專家（國小中高年級自然教師）進行評鑑，做為教學設計過程的確認及最後修正教師手冊、學習單的依據，產出一套適合國小師生進行生態問題導向學習活動之參考教材。最後，研究者並就執行本研究之發現與體認提出具體建議，以供相關資源網站發展及應用問題導向學習活動之後續參考。

This is an action research on elementary science problem-based learning of Ecology. The researcher who is an elementary school’s teacher applied the Instructional System Design model (ISD) to design a problem-based learning (PBL) pachage for 4-6th grade elementary students. According to the ISD model, the researcher analyzed learning objects, learners’ profiles, and learning content, then designed and developed the teaching handbook and student’s worksheets. The researcher delivered the PBL raw materials and recorded the teaching and learning processes simultaneously. All of the instructional development and implementation processes are evaluated by the ISD expert, the butterfly ecology expert and the elementary science teaching expert. The results of the evaluations by experts became the basis of modification about teaching handbook and student’s worksheets. Finally, the researcher bring up concrete suggestions for the development of PBL website and follow-up applications of PBL activities.

第一章 緒論
第一節 研究動機與背景………………………………………………1
第二節 研究目的………………………………………………………2
第三節 研究問題………………………………………………………4
第四節 名詞定義………………………………………………………5
第五節 研究限制………………………………………………………7
第二章 文獻探討
第一節 生態教育………………………………………………………8
第二節 問題導向學習…………………………………………………11
第三節 行動研究………………………………………………………28
第三章 研究方法
第一節 研究背景資料…………………………………………………34
第二節 問題導向學習教學設計…………….………………….……37
第四章 研究歷程與發現
第一節 分析階段………………………………………………………53
第二節 設計階段………………………………………………………59
第三節 發展階段………………………………………………………63
第四節 實施階段………………………………………………………66
第五節 評鑑階段………………………………………………………101
第五章 結論與建議
第一節 結論……………………………………………………………102
第二節 建議……………………………………………………………115
參考文獻…………………………………………………………………118
附錄

王文科（1995）。教育研究法（第四版）。台北：五南。
朱耀明（民87）。融入式的網路教學運用：以「電腦在教育上運用」課程為例之研究。Educational Journal ，26期，2卷，頁287-318。
李俊延、王效岳（民88）。蝴蝶花園。宜蘭：宜蘭自然史教育館。
李俊延、王效岳（民89）。蝴蝶花園大探秘。台北：國立台灣博物館。
李世忠（民88）。教學科技─評鑑與應用。台中：五南。
邱貴發（民85）。情境學習理念與電腦輔助學習─學習社群理念探討。台北：師大書苑。
邱貴發（民87）。網路世界中的學習:理念與發展。教育研究資訊，6期，1卷，頁20-27。
施良方（1996）。學習理論。高雄：復文。
周光裕、明延凱（民88）。生態學。台北：地景企業股份有限公司。
計惠卿、朱嘉莉（民78）。教學系統模式面面觀。視聽教育，31期，1卷，頁34-48。
徐新逸、楊昭儀（民88）。兒童自然科網路學習社群之設計與發展經驗。遠距教育，12期，頁36-44。
陳伯璋（1988）。教育研究方法的新取向：質的研究方法。台北：南宏圖書。
陳英豪、吳裕益（民84）。測驗與評量。高雄：復文。
陳美如（1995）。躍登教師行動研究的舞台：課程行動研究初探。國民教育，35期，11卷，頁21-28。
陳文典（民86）。STS教學教師所需之專業準備。科學教育學刊，5卷，2期， 頁167-189。
陳富雄（民88）。國小鄉土教學活動進行環境議題探索學習之研究。國立師範大學，台北。
陳伯璋（1999）。九年一貫新課程綱要修訂的背景與內涵。教育研究資訊，7卷，1期，頁1-13。
張靜嚳（民84）。何謂建構主義？建構與教學，3期。[Online]: http://www.bio.ncue.edu.tw/c&t/issue1-8/v7-1.htm
張子超（民88）。環境教育融入的內涵與教學。台灣教育，589期，頁12-21。
趙金婷（民89）。學習社群理念在教學上的應用。教育資料與研究，35期，頁60-66。
廖鳳池（1990）。「行動研究法」簡介。諮商與輔導月刊，60期，頁5-9。
羅珮華（民87）。地球科學教育與STS課程潮流。台灣教育，575期，頁39-44。
Association for Educational Communications and Technology. (1997). Educational technology definition and glossary of terms. Washington, D.C.: Author.
Albanese, M.A. & Mitchell, S. (1993). Problem-based : A review of literature on its outcomes and implementation issues. Academic Medicine, 68, 52-81.
Barbara, D. (1996). Problems: A Key Factor in PBL. ERIC Digest. Retrieved Oct 12, 2000 from the World Wide Web: http://www.udel.edu/pbl/cte/spr96-phys.html
Barrows, H. (1985). Designing a Problem Based Curriculum for the Pre-Clinical years. New York: Springer Publishing Company.
Barrows, H. (1994). Practice-Based Learning: Problem-Based Learning Applied to Medical Education. Springfield, Il: Southern Illinois University School of Medicine.
Barrows, H. & Kelson, A. (1998). Problem-Based Learning: A Total Approach to Education. Illinois: SIU School of Medicine, Department of Medical Education Springfield.
Barrows, H. S. (1998). The essentials of problem-based learning. Journal of Dental Education, 62(9), 630-633.
Britz, J. (1993). Problem Solving in Early Childhood Classrooms. ERIC Digests. Retrieved Oct 15, 2000 from the world wide web: http://ericae.net/edo/ED355040.htm
Buck Institute for Education. (1998). Project based learning overview [Project based learning]. Retrieved March, 20, 2001 from the world wide web:http://www.bie.org/pbl/index.html
Collins, A., Brown, J. S., & Holum, A. (1991). Cognitive apprenticeship: Making things visible. American educator, 6(11), 38-46.
Cunningham, B. M. (1991). Classroom research and experiential leaning: Three successful experiences -- The impact of student writing in learning accounting, Community/Junior College (15), 317-325.
David, H. J. (1997). Instructional design models for well-structured and ill- structured problem-solving learning outcomes. ETR&D, 45( 1 ), 65-94.
David, M. (1999). Project-based learning using information technology. Eugene: ISTE.
Elliott, J. (1992). Action research for educational change. Milton Keynes: Open University Press.
Fisher, M. J. (1990). Problems, trends, and dilemmas--What the future will demand and its implications for ethics, decision-making, and responsibility for sports Participation. ERIC: ED327482.
Fogarty, R. (1997). Problem-based learning: And other curriculum models for the multiple intelligences classroom. ERIC: ED405143.
Hsu, Y. (1999). Evaluation theory in problem-based learning approach. ERIC: ED436148
Illinois Mathematics and Science Academy. (1998). Problem-based learning [Center for problem-Based learning]. Illinois: Author. Retrieved Sep 15, 2000 from the World Wide Web: http://www.imsa.edu/team/cpbl/problem.html
Jiunde, L. (1999). Problem-Based Learning: A decision model for problem selection. ERIC: ED436162
Johnson, R. & Johnson, D. (1989). Cooperative learning: Warm-ups, grouping strategies and group activities. Edina, MN: Interaction Book Company.
Johnson, D. W., Johnson, R. T., & Smith, K. A. (1991). Cooperative Learning: Increasing college faculty instructional productivity. Ask-ERIC Higher Education Report No.4. Washington, D.C.: School of Education and Human Development, George Washington University.
Kemmis, S. (1980). Action Research. Oxford: International Encyclopedia of Education,
Kemp, J. E. (1985). The instructional design process. New York: Harper & Row.
Khattri, N., & David, S. (1996). Implementing performance assessment: Promises, problems and challenges. Mahwah, N.J.: Lawrence Erlbaum.
Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, England: Cambridge University Press.
Lebow, D. (1993). Constructivist values for instructional systems design: Five principles toward a new mindset. Educational Technology Research and Development, 41(3), 4-16.
Maring, G. H., Wiseman, B. J., & Myers, K. S. (1997). Using the world wide web to build learning communities: Writing for genuine purposes. Journal of adolescent & adult literacy, 41(3), 196-207.
Ricklefs, R. E. & Miller, G. (1997). Ecology (4th ed.). New York: W. H. Freeman.
Ryan, C. & Koschmann, T. (1994), The collaborative learning laboratory: A technology-enriched environment to support problem-based learning. ERIC: ED396678.
Shirley, C.A., John, H. & Geraldine, L. (1998). Constructing problems in a web-based learning environment. Educational media instruction, 35(3), 173-180.
Slavin, R. E. (1983). Cooperative Learning. New York: Longman.
Torp, L. & Sage, S. M. (1998). Problems as Possibilities: Problem-Based Learning for K-12 Education. Virginia: Association for Supervision and Curriculum Development.
Tudge, J. (1990). Vygotsky the zone of proximal development, and peer collaboration: implications for classroom practice. In L.C. Moll (ED.), Vygotsky and education :instructional implications and applications of sociaohistorical psychology. Cambridge: Cambridge University.
Wegner, S. B., Holloway, K., & Crader, A. (1998). Utilizing a problem-based approach on the world wide web. ERIC: ED414262.