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研究生:張朝凱
論文名稱:不同認知風格學生在資訊課中透過網路進行共編筆記活動其學習成效之研究
論文名稱(外文):The Study of Learning Performance between Different Cognitive Style Students during Co-editing Notes Online in Computer Science Class
指導教授:邱瓊慧邱瓊慧引用關係
學位類別:碩士
校院名稱:國立臺灣師範大學
系所名稱:資訊教育學系
學門:教育學門
學類:專業科目教育學類
論文種類:學術論文
論文出版年:2011
畢業學年度:99
語文別:中文
論文頁數:108
中文關鍵詞:認知風格場地獨立場地依賴共編筆記
外文關鍵詞:cognitive stylefield independencefield dependenceco-editing note
相關次數:
  • 被引用被引用:2
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  • 下載下載:46
  • 收藏至我的研究室書目清單書目收藏:2
本研究探討不同認知風格學生在資訊課中透過Google文件進行共編筆記活動其學習成效的異同。本研究邀請台南縣某國小兩個班級,每班皆為34人,共68名學生參與。本研究以認知風格明顯的學生為研究對象,其中有30位偏向場地依賴型學習者及22位偏向場地獨立型學習者。兩個班級的學生分別參與兩人一組的共編筆記活動。研究發現,場地獨立型學習者單元成就測驗表現比場地依賴型學習者好;在實驗教學活動結束的兩週後進行的綜合成就測驗中,場地獨立型學生和場地依賴型學生間並沒有顯著差異;不過,場地依賴型學習者在經歷共編筆記活動後,其對資訊課的學習態度較場地獨立型學習者更好。另外,本研究也發現,小組認知風格的組成,對其共編產出筆記的品質沒有明顯的影響。
This study aimed to investigate the differences and similarities of learning performance between students with different cognitive styles during co-editing notes using Google Docs in the computer science class. This study invited two sixth-grade classes in Tainan, each class had 34 students, total were 68 students. The subjects in this study were students who had obvious cognitive style. There were 30 students who trended to field dependent style and 22 students who trended to field independent style were subjects discussed. The result discovered that field independent students’ achievements significantly were better than field dependent students in the post-unit exams. There was no significant difference between field independent students and field dependent students in comprehensive exam that administered in two weeks later after all units finished. However, field dependent students had better learning attitude toward computer science classes than field independent students. In addition, the various combination of group members with cognitive styles had no significant effect on their quality of notes.
第壹章 緒論 1
第一節 研究背景 1
第二節 研究目的 5
第三節 待答問題 5
第四節 名詞釋義 6
第貳章 文獻探討 7
第一節 筆記的探討 7
1. 寫筆記的作用 7
2. 寫筆記的格式 8
3. 合寫筆記 12
第二節 場地獨立及場地依賴 13
1. 認知風格的特性 13
2. 場地獨立及場地依賴型學習者的差異 14
3. 認知風格與筆記活動的相關研究 15
4. 認知風格與合作學習的相關研究 21
第三節 研究假設 22
第參章 研究方法 23
第一節 研究設計 23
第二節 參與者 24
第三節 正式實驗活動教材 24
1. 教師的教學教材 24
2. 學生的學習教材 26
第四節 支援寫筆記活動的平台 27
第五節 共編筆記活動練習 29
第六節 實驗處理 30
第七節 研究工具 32
1. 團體藏圖測驗 32
2. 前測及單元成就測驗 33
3. 綜合成就測驗 34
4. 對資訊課學習態度問卷 35
第八節 研究流程 36
第九節 資料分析 37
第肆章 研究結果 38
第一節 有效樣本 38
第二節 不同認知風格學生的單元學習成就 39
1. 第一單元(網頁的內容與存取) 39
2. 第二單元(常見的檔案分享方式) 40
3. 第三單元(電腦連線上網的方式) 41
4. 第四單元(影像檔案) 42
第三節 不同認知風格學生的綜合學習成就 43
第四節 不同認知風格學生對資訊課的學習態度 44
第五節 不同小組認知風格的組成在筆記品質上的差異 45
第伍章 討論 49
第一節 學生的認知風格對學習成就的影響 49
第二節 學生的認知風格對其資訊課學習態度的影響 50
第三節 小組認知風格的組成對筆記品質的影響 51
第陸章 結論與建議 53
第一節 結論 53
第二節 研究限制 53
第三節 建議 54
參考文獻 55
附錄 61
附錄一、第一單元 網頁的內容與存取教學影片 62
附錄二、第二單元 常見的檔案分享方式教學影片 64
附錄三、第三單元 電腦連線上網的方式教學影片 67
附錄四、第四單元 影像檔案教學影片 69
附錄五、各單元的主題矩陣式筆記表格 72
第一單元 網頁的內容與存取筆記表格 72
第二單元 常見的檔案分享方式筆記表格 73
第三單元 電腦連線上網的方式筆記表格 73
第四單元 影像檔案筆記表格 74
附錄六、團體藏圖測驗使用同意書 75
附錄七、各單元雙項細目表 76
第一單元 網頁的內容與存取雙項細目表 76
第二單元 常見的檔案分享方式雙向細目表 77
第三單元 電腦連線上網的方式雙向細目表 78
第四單元 影像檔案雙向細目表 79
總合成就測驗雙向細目表 80
附錄八、各單元成就測驗 81
第一單元 網頁的內容與存取單元成就測驗 81
第二單元 常見的檔案分享方式單元成就測驗 86
第三單元 電腦連線上網的方式單元成就測驗 91
第四單元 影像檔案單元成就測驗 95
附錄九、綜合成就測驗 100

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楊坤原(1996)。認知風格與科學學習成就的關係(一)。科學教育月刊,194,2-12。

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