臺灣博碩士論文加值系統

眾多學者在教育承擔特質的研究指出適切地應用承擔特質在教學上可提供良好的教學效果、提升學習認知、拓展經驗、增加學生自我管理、幫助蒐集資料。因此，探究學習工具在的教育承擔特質對於教學的改進具有研究的意義與價值。然而，研究教育的教育承擔特質，不應只侷限在教學工具使用上的教育承擔特質，更應探究其在電腦輔助學習環境、教材及課程活動上所存在的教育特質與意義。因此，本研究主要目的在於利用普化學習環境與教學活動在自然科學課程以探究普化學習的教育承擔特質。教學實驗是利用已開發的普化學習環境在八週的自然科學課程活動中。實驗的參與者包括小學老師以及五年級學生。實驗活動包含教學、遊戲、測驗、問卷與訪談。本研究分析學生的開放問卷回饋、與老師學生的訪談記錄、對學習者的觀察及學生在討論區的留言整理出普化學習的教育承擔特質。這些結果不僅幫助教師明瞭普化學習環境在自然科學教育中的教育承擔特質，同時也更加了解學生在學習活動中的學習歷程與行為。這些資訊可以做為日後自然科學教學活動設計的參考，並希望能幫助學生達成有效率的學習。

Educational affordances are worthy of being explored and discussed because the affordances of Information and Communication Technologies (ICT) provide the pedagogical effects for promoting cognitive acceleration, enabling a wider range of experience, increasing the self-management of students, and facilitating data collection and presentation in science learning. However, research on educational affordances should explore the educational affordances of computer-assisted learning environments as well as that of open courses and not be limited to the educational affordances of ICT. This study aims to explore educational affordances on natural science courses with a ubiquitous learning environment. To address this research goal, this study employed a learning environment termed the Environment of Ubiquitous Learning with Educational Resources (EULER), and conducted a natural science course for eight weeks inside/outside classroom. The participants included elementary school teachers and fifth-grade students. Detailed studies of how the students use EULER and how this course affects their learning have enabled us to identify specific educational affordances and their potential application in supporting learning. This study describes thirteen educational affordances that were revealed through the responses given by students in an open-question survey and interviews, as well as through transcripts from researcher observations and student discussions. These educational affordances of ubiquitous learning environment employed in the natural science course have implications for current and future developments in pedagogy. Moreover, this study has established that the statistical degree of perceived educational affordances from students’ responses after they used the tools in course. The findings not only can help teachers understand how ubiquitous computing technology can aid natural science teaching, but also they may help students to realize how information technology improves learning.

Contents

中文摘要 i
Abstract ii
誌謝 iv
Contents v
List of Tables vii
List of Figures viii
Chapter 1 INTRODUCTION 1
1.1 Background 1
1.2 Motivation 2
1.3 Importance 3
1.4 Purposes 3
1.5 Dissertation Organization 5
Chapter 2 LITERATURE REVIEW 7
2.1 Definition of affordance 7
2.2 Educational affordances 11
2.3 Bloom’s Taxonomy 13
2.4 Mobile learning 14
2.5 Ubiquitous learning 15
2.6 Context-aware learning 18
2.7 Game-based lerning 19
2.8 Problem-based lerning 21
2.9 Collaborative learning 22
2.10 Virtual reality 23
2.11 Sensor technology 26
2.12 Text mining 27
Chapter 3 METHODOLOGY 29
3.1 Research structure 29
3.2 Research tools 32
3.3 Course design 34
3.4 Participants 36
3.5 Ubiquitous learning environment 37
3.6 Equipments 40
Chapter 4 A CASE STUDY: A NATURE SCIENCE LEARNING 43
4.1 Experimental Procedures 43
4.2 Learning Scenario 43
4.3 Data sources 49
4.4 Data analyses 51
Chapter 5 RESULT AND DISCUSSIONS 53
5.1 Actual affordance 53
5.2 Perceived Affordances(PA) 71
5.3 Perceived degree of educational affordances 80
5.4 Summary 83
Chapter 6 CONCLUSIONS AND FUTURE WORK 89
Reference 93
Appendix 115
Publication List 145

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