(3.215.180.226) 您好!臺灣時間:2021/03/06 13:31
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果

詳目顯示:::

我願授權國圖
: 
twitterline
研究生:蔡芳遠
研究生(外文):FANG-YUAN TSAI
論文名稱:在網際網路專題導向學習的環境中思考風格對學習遷移影響之研究
論文名稱(外文):A Study of the Effect on Learning Transfer by Thinking Styles in Internet Project-Based Learning Environment
指導教授:李建億李建億引用關係
指導教授(外文):Chien-I Lee
學位類別:碩士
校院名稱:國立臺南大學
系所名稱:資訊教育研究所教學碩士班
學門:教育學門
學類:教育科技學類
論文種類:學術論文
論文出版年:2002
畢業學年度:90
語文別:中文
論文頁數:80
中文關鍵詞:學習遷移思考風格網際網路專題導向學習資料探勘
外文關鍵詞:internet project-based learningthinking stylestransfer of learningdata mining
相關次數:
  • 被引用被引用:46
  • 點閱點閱:558
  • 評分評分:系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔
  • 下載下載:130
  • 收藏至我的研究室書目清單書目收藏:9
本研究的目的是在網際網路專題導向學習(NetPBL)的環境下,進行思考風格對學習遷移影響的研究,並將學習歷程資料進行資料探勘,期對學生學習歷程的瞭解有所助益。專題導向學習根值於建構主義,符應認知心理學及統整課程對學習的主張,也符合今年度才開始實施的九年一貫課程的精神,可做為這波課程改革的執行策略,因為專題導向學習是培養學生帶著走的基本能力,不僅在概念上與這波課程改革理念相謀合,更是一種集課程、教學、評量三者於一身的教學—學習模式。但因受限於現行教室空間、教學時間與師資等問題而窒礙難行;近年來隨著多媒體電腦和網際網路的快速發展,學校與家庭電腦設備的迅速普及,利用全球資訊網來規畫與輔助學習的環境,已成為未來的趨勢,也為專題導向學習帶來無限的希望。但其是否能達成教育的主要目標之一 ─ 學習遷移?以學習者喜好運用天資能力的方式 ─ 思考風格為專題學習分組的依據,是否能促進學生學習遷移的能力?都是值得研究的議題。本研究建構一個符合專題導向學習的網路學習環境,並在此環境中,以國小學生學習「自然與生活科技學習領域」為例,依學生思考風格分組,探究其對學習遷移的影響。此外,本研究亦以資料探勘工具,探勘學生在此環境下的學習模組。從研究的結果顯示:在NetPBL的環境中,行政組與立法組之近遷移有顯著的差異;在NetPBL的環境中,不同思考風格的組別,其遠遷移並無顯著的差異;在NetPBL的環境中,混合組之近遷移優於立法組、司法組;在NetPBL的環境中,混合組之遠遷移優於立法組;在NetPBL的環境中,決策樹探勘的結果可以運用於預測學生學習遷移的表現。
The purpose of this research is to study the influence of thinking style on learning transfer in an internet project-based learning (NetPBL) environment, and to perform data-mining on the learning process data. I hope the results will help us understand students’ learning process. Project-Based Learning is originated from constructionism; it answers to the learning view of Cognitive Psychology as well as integrated curriculum. It also conforms to the essence of the 9-Year Joint Curricula Plan, which has just been brought into practice this year, and it can serve as the execution device of this curriculum reformation. The purpose of PBL is to equip students with the key competency which they can carry with them a whole lifetime. This purpose not only fit in with the spirit of the 9-Year Joint Curricula Plan, but it also combines curriculum, teaching, and evaluation as a teaching-learning modal. However, the limitation of classroom space, teaching time and teachers qualifications make it difficult to carry out. These years the development of Multimedia Computers and World Wide Web is rapidly taking on speed; computer equipments are available to more and more homes and schools, and it is a future trend that educators use WWW to plan and aid learning environment, which brings PBL infinite hopes. But will it reach a main goal of education – transfer of learning? Will it increase students’ transfer of learning ability if one is to divide project learning groups by thinking styles – a way that learners prefer? These are all subjects worthy of discussion. This study constructs an internet learning environment which tallies with PBL, and in this environment, I will take examples from elementary school students’ learning of the subject areas of “nature and technology”, dividing groups by students’ thinking styles, and study its effects on the transfer of learning. In addition, this research also uses data-mining as a tool to study students’ learning model in this environment. The results show:In NetPBL environment, there is a significant difference in the near transfer of the Executive and Legislative Groups; In NetPBL environment, for groups of different thinking styles, there is no significant difference in the far transfer; In NetPBL environment, the near transfer of the mixed groups is superior to that of the Legislative and Executive Groups; In NetPBL environment, the far transfer of the mixed group is superior to that of the Legislative Group; In NetPBL environment, using decision tree data-mining method can predict the performance of students’ learning transfer.
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 4
第三節 研究假設 4
第四節 名詞釋義 5
第五節 研究限制 6
第二章 文獻探討 7
第一節 專題導向學習的探討 7
第二節 思考風格的相關研究 16
第三節 學習遷移的相關研究 26
第四節 資料探勘 33
第三章 研究方法 39
第一節 研究設計 39
第二節 研究對象 40
第三節 研究工具 41
第四節 教學設計與實施 52
第五節 資料處理方法 54
第四章 研究結果與討論 58
第一節 思考風格對近遷移的影響 58
第二節 思考風格對遠遷移的影響 60
第三節 資料探勘的結果 62
第四節 綜合討論 66
第五章 結論與建議 70
第一節 結論 70
第二節 建議 71
參考文獻 73
附錄 80
中文部分
王文科(民82)。教育心理學。台北市:五南。
李坤崇(民88)。多元化教學評量。台北市:心理出版社。
李穎純(民87)。花連縣國小學生思考風格及其影響因素之研究。國立花蓮師範學院國民教育研究所碩士論文,未出版,花蓮市。
林清山(民81)。心理與教育統計學。台北市:東華。
周玉霜(民90)。國中教師與學生思考風格及其教學互動之關係。國立中山大學教育研究所碩士論文,未出版,高雄市。
施郁芬,陳如琇(1996)。情境脈絡與學習遷移。教學科技與媒體,29,23-31。
施良方(民85)。學習理論。高雄市:復文。
翁秋玲(民89)。高中教師與學生思考風格及其教學互動之關係。國立中山大學教育研究所碩士論文,未出版,高雄市。
教育部(民90)。國民中小學九年一貫課程暫行綱要。台北市,教育部。
教育部(無日期)。國民中小學九年一貫課程基本能力實踐策略。2001年10月9日,取自 http://teach.eje.edu.tw/data/A01D12G01/20005911322/
張玉成(民86)。資優兒童思考特質及其培育之研究。行政院國家科學委員會專題研究成果報告(報告編號:NSC86-2511-S-152-009),未出版。
張春興(民78)。教育心理學。台北市:東華。
張春興(民87)。張氏心理學辭典。台北市:東華。
陳英豪,吳裕益(民90)。測驗與評量。高雄市:復文。
鄒慧英(民89)。專題學習的概念介紹與評量設計示例。發展小班教學精神宣導專書(5)-「新世紀優質學習的經營」。台北市:教育部。
鄒慧英(2001)。「九年一貫新思維」 ─ 從九年一貫課程的統整原則談專題學習。2002年2月7日,取自http://www.worldone.com.tw/NineInOneApproach/
method.asp?work=NineInOne&NAId=83
麥可.裴瑞,戈登.林諾夫(民90)。資料採礦 ─ 顧客關係管理暨電子行銷之應用。(彭文正 譯)。台北市:維科。(原著出版年:1997年)
鄭英耀等(民89)。高雄市高中職學校思考風格及相關因素之研究。中等學校之教學與學習學術研討會,交通大學浩然圖書資訊中心。
鄭英耀,桂慶中,翁秋玲,葉明芬,陳雅文(民90)。高中學生思考風格之研究:台灣與香港的比較。社會科學季刊,2(3), 97-112.
趙金婷(民88)。專題導向式電腦輔助學習策略在國小自然科教學上的應用。國立政治大學教育研究所博士論文,未出版,台北市。
羅勃.史坦伯格(民89)。活用你的思考風格。(薛絢 譯)。台北市:天下遠見。(原著出版年:1997年)
簡楚瑛(民83)。方案課程之理論與實務。台北市:文景。
蕭錫錡,沈建華(民89)。影響員工訓練遷移因素之探討。人力發展,76,44-58。

英文部分
Airasian, P. W. (1996). Assessment in the classroom. New York: McGraw-Hall.
Argote, L., Ingram, P et al. (2000). Introduction: Knowledge Transfer in Organizations: Learning from the Experience of Others. Organizational Behavior and Human Decision Processes, 82(1), 1-8.
Balakrishnan, M. (2000). An investigation of the use of constructivism and technology in project-based learning. Ph.D. in UNIVERSITY OF OREGON.
Baldwin, T. T., & Ford, J. K. (1988). Transfer of training: a review and directions for future research. Personel Psychology, 41, 63-105.
Broad, M. (1997) Transferring learning to the workplace. Alexandria, VA: American Society for Training and Development.
Cilliers, C. D., & Sternberg, R. J. (2001). Thinking Styles: Implications for Optimising Learning and Teaching in University Education. South African Journal of Higher Education, 15(1), 13-24.
Dai, D. Y., & Feldhusen, J. F. (1999). A validation stydy of the thinking styles inventory: Implication for gifted education. Roeper Review, 21(4), 302.
Davis, J. B. (1999). Improving Transfer of Learning in a Computer Based Classroom. (ERIC Document Reproduction Service No. ED 437 905)
Fayyad, U., Piatetsky-Shapiro, G., Smyth, P. (1996). The KDD Process for Extracting Useful Knowledge from Volumes of Data. Communications of the ACM, 39, 27-34.
Fiona, G., & Sjoerd, V. (1998). Design of a Project-Based Study Environment on the World Wide Web. ED-MEDIA/ED-TELECOM98 World Conference on Educational Multimedia and Hypermedia & World Conference on Educational Telecommunications. June 20-25.
Foshay, J. D(1999). Project-Based Multimedia Instruction. (ERIC Document Reproduction Service No. ED 428 760)
Francisco, C & Elaine, H. H. (2000). Learning and Thinking Styles: an analysis of their interrelationship and influence on academic achievement. Educational Psychology, 20(4), 413-430.
Glover, T. (1993). The teaching of educational psychology through project-based learning. (ERIC Document Reproduction Service No. ED 367 703)
Green, A. M. (1998). Project-based learning: Moving students through the GED with meaningful learning. (ERIC Document Reproduction Service No. ED 422 466)
Grigorenko, E. L.& Sternberg, R. J. (1997). Styles of thinking, abilities, and academic performance. Exceptional Children, 63(3), 295-313.
Han, J. & Kamber, M. (2001) Data Mining: Concepts and Techniques. Academic Press.
Hilton, J. U. (1988). Project-Based learning for foreign students in an English-speaking environment. (ERIC Document Reproduction Service No. ED 301 054)
Huang, G. Q.; Shen, B.& Mak, K.L.(2002). Participatory and Collaborative Learning with TELD Courseware Engine. Journal of Professional Issues in Engineering Education and Practice, 128(1),36-43.
Hunter, M. (1971). Teacher for Transfer. El Segundo, California Tip Publications.
Krajcik et al., (2000). Inquiry based science supported by technology:Achievement among urban middle school students. Retrieved February 7, 2002, from http://hi-ce.eecs.umich.edu/hiceinformation/papers/index.html
Krajcik, J. S., Blumentfeld, P.C., Marx, R. W., Bass, D. M.,& Fredricks, J.(1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. The Journal of the Learning Sciences,7(3&4), 313-350.
Krajcik, J. S., Czerniak, C. M., & Berger, C.(1999). Teaching children science: A project-based approach. Boston, MA: McGraw-Hill.
Laffey.J., Tupper. T., Musser, D., Wedman. J(1998). A computer-mediated support system for project-based learning. Eductional Technology Research and Development, 46(1), 73-86.
Lin, Sunny San Ju, & Liu, Eric Zhi-Feng. (2000). The Learning Effects of Web-based Peer Assessment for Various Thinking Styles Students. Presented at AERA conference.
Macaulay, C. (2000). Transfer of Learning, in Cree, V. E., & Macaulay, C (Eds) Transfer of Learning in Professional and Vocational Education. Londeon and New York.
Marchaim, U. (2001). High-school student research at Migal science institute in Israel. Jorunal of Biological Education, 35(4), 178-182.
Marx. R. W., Blumenfeld. P. C., Krajcik. J. S., & Soloway. Elliot.(1997) Enacting Project-Based Science. The Elementary School Journal, 97(4).
Moss, D. M(2000) Bring together technology and students: examing the use of technology in a project-based class. Education Computing Research, 22(2), 155-169.
Murphy, K. L. & Yakut, G. D (2001). Role Plays, Panel Discussions, and Case Studies: Project-Based Learning in a Web-Based Course. Paper presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14 2001). (ERIC Document Reproduction Service No. ED 454 809).
Perkins, D. N & Salomon, G. (1988). Teaching for transfer. Educational Leadership, 46(1), 22-35.
Schneider et al., (2001). Performance of Students in Project Based Science Classrooms on a National Measure of Science Achievement. Retrieved February 7, 2002, from http://hi-ce.eecs.umich.edu/hiceinformation/papers/index.html
Siegel, C. F. (2000). Introducing Marketing Students to Business Intelligence Using Project-Based Learning on the World Wide Web. Journal of Marketing Education, 22(2), 90-98.
Sternberg, R. J. (1988). Mental self-government: A theory of intellectual styles and their development. Human Development, 31, 197-224.
Sternberg, R. J. (1994). Allowing for thinking styles. Educational Leadership, 52(3), 36-40.
Sternberg, R. J. & Frensch, P. A. (1993). Mechanisms of transfer. In D. K. Detterman & R. J. Sternberg(Eds.), Transfer on trail: Intelligence, cognition, and instruction. Norwood, NJ: Ablex
Sternberg, R. J., & Grigorenko, E. L. (1993). Thinking styles and the gifted. Roeper Review, 16(2), 122-130.
Sternberg, R. J., & Grigorenko, E. L. (1995). Styles of thinking in school. European Journal of High Ability, 6(2), 1-18., 201-219
Sternberg, R. J., & Grigorenko, E. L. (1997). Are Cognitive Styles Still in Style? American Psychologist, 52(7), 700-712.
Taylor, M. C. (2000). Transfer of Learning in Workplace Literacy Programs. Adult Basic Education, 10(1), 3-18.
Tracy. C & Asha K. J. (2000) Using Hypermedia and Multimedia to Promote Project-Based Learning of At-Risk High School Studens. Intervention in School & Clinic, 36(1), 40-45.
Yamzon, Alicia.(1999) An Examination of the Relationship between Student Choice in Project-Based Learning and Achievement. (ERIC Document Reproduction Service No. ED 430 940)
Yarnall, L. & Kafai, Y. (1996). Issues in project-based science activities : Children’s constructions of ocean software games. (ERIC Document Reproduction Service No. ED 395 819)
Zhang, Li-Fang. (1999). Further cross-cultural validation of the theory of mental self-government. The Journal of Psychology, 133(2), 165-181.
Zhang,Li-Fang., & Sachs,J. (1997). Assessing thinking styles in the theory of mental self-government: A Hong Kong validity study. Psychological Reports, 81, 915-928.
Zhang, Li-Fang. (2000). Are Thinking Styles and Personality Types Related? Educational Psychology, 20(3). 271-282.
Zhang, Li-Fang. (2000). Learning and Thinking Styles: an analysis of their interrelationship and influence on academic achievement. Educational Psychology, 20(4), 413-430.
Zhang, Li-Fang. (2001). Do Thinking Styles Contribute to Academic Achievement Beyond Self-Rated Abilities? The Journal of Psychology, 135(6), 621-637.
Zhang, Li-Fang. (2002). Thinking Styles and the Big Five Personality Traits. Educational Psychology, 22(1), 17-31.
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top
系統版面圖檔 系統版面圖檔