臺灣博碩士論文加值系統

在多樣化脈絡的終身學習紀元，學生主動探討能力的培養是國民教育的重要使命。實地觀察是科學探討的重要情境之ㄧ，卻也常因其開放的本質折損部分學習效能。由於動態評量能即時提供有效介入的精要支持並且評估學生的學習進展，所以特別適用在u化生態觀察學習的開創性探討。本研究旨在發展u化生態觀察學習動態評量系統，採準實驗研究初步探討u化生態觀察動態評量的介入效益，同時量化學生的生態觀察學習潛力。研究樣本為PDA組（27人）和桌上型PC組（24人），在介入前、後測量學生的生態觀察與線上探討能力。PDA組的介入活動為紅樹林生態觀察，桌上型PC組則為校園植物觀察。前者以PDA融入的歷程學習單展開循序漸進的觀察探討，三次觀察活動目標依序為引導觀察、獨立觀察和自主探索。動態評量系統包含即時搜尋的電子資料庫，豐富學生的探索。初步研究結果顯示u化生態觀察動態評量呈現顯著的介入效益，PDA組後測的生態觀察與線上探討能力顯著優於桌上型PC組，而PDA組的生態觀察能力呈現顯著的成長斜率，學生對於紅樹林物種的特徵觀察描述愈趨精緻化，也較能有效地進行自主探索學習。PDA組的生態觀察學習潛力與在校自然段考成績關聯高於社會，呈現合理的幅合與區別效度，生態觀察學習潛力也與精熟目標傾向現顯著的關聯性，建議後續採更大樣本進行交叉檢核。不同學習潛力學生在u化生態觀察的認知作業與學習目標信念皆呈現差異，低進展學生通常無法於返校後持續進行有效的延展學習，也呈現相對較低的精熟目標傾向，所以針對低學習潛力學生進行更精緻適性的協助尚待進一步研發。

The new educational imperative is to empower people to manage their own learning in a variety of contexts throughout their lifetimes. Technological innovation has had a profound effect on learning designs. The purpose of this study is to develop a dynamic assessment system integrating PDAs into ecology observations (UDAS). A three-layer scaffold, learning worksheets, e-library and immediate feedbacks are constructed to support ecology inquiry. The subjects are fifty-one 5th and 6th graders. Twenty-four of them assigned to the Desktop PC group and the other twenty-two students are assigned to the PDA group. The PDA group conducted ecology observation with PDA and edited e-diary in school. The learning potential (growth variable) is defined as the slope of PDA group’s ecology observation ability in 3 months interval. The results suggest that the PDA group’s ecology observation and on-line inqury ability are better than the Desktop PC (the effect size=.09). Students’ ecology observation ability could effectively improve by UDAS. The preliminary validity evidence suggests that u-learning dynamic assessment system is a solid and useful tool. The study also indicates that the high potential students’ cognitive and affective performances on ecology observation with PDA are both better than the low potential students’ performances. A more intensive and detailed is needed for the low potential students.

中文摘要 i
英文摘要 ii
第一章 緒論 1
第一節 研究動機 1
第二節 研究目的與問題 4
第三節 名詞釋義 4
第二章 文獻探討 6
第一節 無所不在的生態觀察學習 6
第二節 動態評量與認知負荷 12
第三節 目標取向與無所不在學習 18
第三章 研究方法 23
第一節 研究流程與架構 23
第二節 研究樣本 26
第三節 研究工具 26
第四節 資料分析 38
第四章 結果與討論 39
第一節 u化生態觀察動態評量介入效益 39
第二節 不同學習潛力學生的進展特徵 47
第五章 結論與建議 57
第一節 研究結論 57
第二節 研究建議 58
參考文獻 60

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