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研究生:唐玉樺
論文名稱:自然科電子教科書導入註記與前導組織對國小學生學習之影響
論文名稱(外文):The Effect of Digital Science Textbook with Annotation and Advance Organizers on Elementary School Students’ Learning
指導教授:邱貴發邱貴發引用關係
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:100
語文別:中文
論文頁數:85
中文關鍵詞:自然科電子教科書註記前導組織
外文關鍵詞:digital science textbookannotationadvance organizers
相關次數:
  • 被引用被引用:22
  • 點閱點閱:522
  • 評分評分:
  • 下載下載:71
  • 收藏至我的研究室書目清單書目收藏:1
本研究探討「註記」與「前導組織」導入自然科電子教科書,對國小六年級學生學習成效的影響與使用後的看法及滿意度。此研究採用準實驗設計,以新竹市某國小六年級共兩班58位學生為研究對象,分成四個組別,人數及分組為A組(無註記無前導組)16人、B組(無註記有前導組)14人、C組(有註記無前導組)14人與D組(有註記有前導組)14人。A、B組使用無註記功能的閱讀軟體,C、D組使用有註記功能的閱讀軟體,電子教科書內容分成有、無前導組織兩種。四組學生皆於課堂上操作電腦,自行閱讀電子教科書,實驗前一週實施前測,並在三週實驗結束後,進行後測及填寫滿意度問卷。
結果顯示四組學生在使用過電子教科書後,測驗成績皆有提升,但是四組後測成績無顯著差異,顯示出註記與前導組織兩項變項對於學習成效無顯著差異。在註記方面,學生的註記內容以記憶屬性居多,思考屬性次多。從問卷可得知學生認同「圖片」、「影片」與「小知識」能夠給與課文外的知識內容,大部分的學生表示「螢光筆」與「註記」的功能,能夠方便記錄筆記,且表示前導組織的「單元概念圖」與「引導問題」能夠適時輔助學習,大多數學生對於電子教科書抱持正向看法。
This study offers the students the electronic science textbook with “annotation” and “advance organizers” in it. This study examined the effects of electronic science textbook on sixth graders’ performance and their attitude toward this e-textbook through a questionnaire. Quasi-experiment design was implemented. In Hsinchu City, about 58 sixth grade students, who were from two different classes, participated in this experiment. They were separated into four groups: Group A (without annotation and advance organizers) included 16 students, Group B (without annotation but with advance organizers) included 14 students, Group C (with annotation but without advance organizers) included 14 students, and Group D (with annotation and advance organizers) included 14 students.
Group A and B used the PDF reader without the annotation function, in the other hand, Group C and D used the PDF reader with the annotation function. The e-textbook in the study had two versions: with and without advance organizers. All four groups used the e-textbook on desktops, and students read the e-textbook by themselves. We conducted the pre-test a week before the experiment and the post-test three weeks after the experiment. Students also filled in satisfaction questionnaires in the end.
The results showed that the learning performance of students from all four groups were better than before. However, there was no statistically significant difference of means between these four groups. This indicated that the “annotation” and “advance organizers” did not influence the learning performance. In the annotation part, the most notes students made are for remembering, and the second are for thinking. The questionnaire showed that students thought that the “picture”, “video” and the “hint,” which provided the extra knowledge of the textbook, were helpful. Besides, they agreed that the “unit concept map” and the “question” assisted the learning. Most students had positive attitude toward reading e-textbook to learn science.
附表目錄 vi
附圖目錄 viii
第一章 緒論 1
第一節 研究背景 1
第二節 研究目的與待答問題 3
第三節 名詞解釋 4
第四節 研究限制 5
第二章 文獻探討 7
第一節 電子教科書 7
第二節 註記 13
第三節 前導組織與自然科學習 17
第三章 研究方法 21
第一節 研究歷程 21
第二節 研究對象 25
第三節 研究工具 26
第四節 實驗流程 36
第五節 資料蒐集與分析 39
第四章 結果與討論 41
第一節 學習成效分析 41
第二節 註記內容分析 44
第三節 滿意度分析 47
第四節 討論 61
第五章 結論與建議 65
第一節 結論 65
第二節 建議 67
參考資料 69
附錄 73
附錄一  生物、環境與自然資源單元測驗卷(前測) 73
附錄二  生物、環境與自然資源單元測驗卷(後測) 75
附錄四  電子教科書使用滿意度問卷(學生) 81
附錄五  電子教科書可行性問卷(教師) 83
中文部分

呂正華、李宗薇、 陳穎青 、何冠慧 、陳振威、陳木城、吳明鴻、陳嬿而 (2009) 。電子教科書趨勢與發展。教科書研究,2(2),111-140。

江淑卿、郭生玉 (1997)。不同學習過程的概念構圖策略對促進知識結構專家化與理解能力之效果研究。師大學報:教育類,42,1-16。

陳偉慈(2010)。淺談電子教科書之發展。網路社會學通訊期刊,91,1609-2503

陳黎枚(2003)。國小自然科學教科書圖解設計類型之研究。未出版碩士論文,雲林科技大學,雲林縣。

陳霈淳、宋伊婷、唐詩佳與蘇筆鴻(2007)。台北地區大學圖文傳播類電子教科書發展之可行性研究。未出版學士論文,國立臺灣藝術大學,新北市。

英文部分

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Borchers, J.S. (1999). Electronic books: Definition, genres, interaction design patterns. ACM CHI 1999, Electronic Book Workshop. Available online: http://www.fxpal.com/chi99deb/

Clemons, T., lgel, C. &; Allen, J.(2010). Cues, questions, and advance organizers. In A.D. Beesley &; H.S. Apthorp (Eds.), Classroom Instruction that works Second Edition Research Report (pp.130-138). Denver, CO: Mid-continent Research for Education and Learning.

Cousins, S.B., Baldonado, M. &; Paepcke, A. (2000). A systems view of annotations. Technical Report P9910022, Xerox PARC.

Craig, M. &; Yore, L. (1995). Middle school students’ metacognitive knowledge about science reading and science text: An interview study. ReadingPsychology,16 ,169-213.

Fang, Z. &; Wei, Y. (2010). Improving middle school students’ science literacy through reading infusion. The Journal of Educational Research, 103 ,262-273.

Gupta, S. &; Gullett-Scaggs, C.(2011). ETextbooks: A framework to understanding their potential. In M.A. Goralski , H. P. LeBlanc III &; M. G. Adams(Eds.), Business Research Yearbook Vol. XVIII (pp. 294-300). Beltsville, MD. : International Academy of Business Disciplines.

Keys, C. W. (1999). Revitalizing instruction in scientific genres: Connecting knowledge production with writing to learn in science. Science Education, 83(2) , 115-130.


Kingsley, K. V., Randall, B. (2008). Effects of multimedia software on achievement of middle school students in an American history class. Journal of Research on Technology in Education, 41(2), 203-221.

Kim, J.K., &; Farzan, R., &; Brusilovsky,P.(2008).Social navigation and annotation for electronic books. Proceeding of the 2008 ACM workshop on Research advances in large digital book repositories, 25-28.


Kim, M., Yoo, K. H., Chan, P. C., Yoo, J. S., Byun, H., Cho, W., Ryu, J. &; Kim, N. (2010). An XML-based digital textbook and its educational effectiveness. Lecture Notes in Computer Science, 6059, 509-523.

Marshall, C. C. (1997). Annotation: From paper books to the digital library. Proceedings of the second ACM international conference on Digital libraries,131-140.

Marzano, R., pickering, D. &; Pollock, J. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA. : Association for Supervision and Curriculum Development.

Maynard, S. &; Cheyne, E. (2005). Can electronic textbooks help children to learn? , Electronic Library, 23(1), 103-115.

Mcfall, R. (2004)Evaluation of a prototype of an electronic textbook application. Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications , 1530-1535.

McFall, R. (2005). Electronic textbooks that transform how textbooks are used. The Electronic Library ,23(1), 72-81.

Mede, E. (2010). The effects of instruction of graphic organizers in terms of students’ attitudes towards reading in English. Procedia Social and Behavioral Sciences, 2( 2), 322-325.

Mohammadia, M., Moenikiab, M. &; Zahed-Babelanc, A. (2010) The role of advance organizer on English language learning as a second language. Procedia Social and Behavioral Sciences, 2(2), 4667-4671.

Motoki, A., &;Harada,T. &;Nagatsuka,T. (2010). The relation between comments inserted onto digital textbooks by students and grades earned in the course. Lecture Notes in Computer Science , 6102, 40-49.

Nicholas, A.J.,&;Lewis, J.K. (2010).Learning enhancement or headache: faculty and e-textbooks. Proceedings of the Northeast Business &; Economics Association, 675-679.

Oliver, k. (2009) An investigation of concept mapping to improve the reading comprehension of science texts. Journal of Science Education and Technology 18( 5), 402-414.

Ovsiannikov, I. L. &;Arbib, M. A. &;McNeill, T. H. (1999). Annotation technology. International Journal of Human-Computer Studies, 50 (4), 329-362.

Ozsoyoglu, G. &; Balkir, N.H. &; Cormode, G. &; Ozsoyoglu, Z.M. (2000). Electronic books in digital libraries. Advances in Digital Libraries, 5-14.

Rao, S.S. (2004). Electronic book technologies: an overview of the present situation, Library Review, 53(7), 363-371.

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Shihusa, H., &; Keraro, F. N. (2009). Using advance organizers to enhance students’ motivation in learning biology. Eurasia Journal of Mathematics, Science &; Technology Education, 5(4), 413-420.

Spiegel, G.F. &; Barufaldi, J. P.(1994). The effects of a combination of text structure awareness and graphic postorganizers on recall and retention of science knowledge.Journal of Research in Science Teaching, 31(9),913-932.

Vassiliou,M. &; Rowley, J. (2008). Progressing the definition of “e-book”". Library Hi Tech, 26 (3), 355-368.

Wilson, R., Landoni, M. &; Gibb, F. (2000). From the visual book to the WEB book the importance of good design. Electronic Library, 18( 6), 407-419.

Wilson, R., Landoni, M. &; Gibb, F. (2002).Guidelines for designing electronic books. Lecture Notes in Computer Science, 2458, 127-139.
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