臺灣博碩士論文加值系統

本研究目的旨在探討心智圖及數位說故事做為專題導向學習策略，及學習風格在不同專題學習模式對科學學習動機、問題解決能力及學習成就之影響，實驗設計採不等組前後測設計之準實驗研究，參與對象為國小6年級學童共272名，90名學童為實驗組A實施基於心智圖之數位說故事專題學習模式，87名學童為實驗組B實施數位說故事專題學習模式，95名學童為控制組實施一般電腦輔助專題學習模式。實驗教學過程，3組學生皆接受前測、實驗處理及後測等實驗程序。實驗結果顯示，在不同專題學習模式方面:心智圖之數位說故事專題學習模式在個人學習成就、團隊學習成就及科學學習動機優於數位說故事專題學習模式，心智圖之數位說故事專題學習模式在個人學習成就、團隊學習成就、問題解決能力及科學學習動機優於一般電腦輔助專題學習模式，數位說故事專題學習模式在個人學習成就、團隊學習成就及科學學習動機優於一般電腦輔助專題學習模式。在學習風格與專題學習模式方面:學習成就沒有交互作用，視覺型的學習成就優於言語型，問題解決能力方面則因不具同質性而未進行統計分析。另外，由實驗如果發現，科學學習動機具有交互作用，其中言語型的學童在心智圖之數位說故事專題學習模式優於數位說故事專題學習模式及一般電腦輔助專題學習模式，數位說故事專題學習模式優於一般電腦輔助專題學習模式；此外，在一般電腦輔助專題學習模式中，視覺型學童優於言語型學童。由開放式問卷分析的結果更進一步顯示，心智圖及數位說故事可以提升成就感、發揮想像力、多元學習、學習興趣、問題解決能力、說話技巧、連結記憶、學習成效。

Aiming at discussing problem-based learning with mind map and digital storytelling as the strategies and the effects of learning styles on science learning motivation, problem-solving capability, and learning performance in various problem-based Learning, quasi-experimental research is utilized for the pretest and post-test of nonequivalent groups in this study. Total 272 grade 6th pupils are divided into 90 pupils in experimental group A for mind map-based digital storytelling project learning model, 87 pupils in experimental group B for digital storytelling project learning model, and 95 pupils in control group for general computer-assisted project learning model. The three groups are proceeded the experimental processes of pretests, experimental processing, and post-tests in the experimental instruction. The experimental results are concluded as below. In terms of project learning models, individual learning achievement, team learning achievement, and learning motivation of science in mind map-based digital storytelling project learning model are superior to those in digital storytelling project learning model; individual learning achievement, team learning achievement, problem-solving ability, and learning motivation of science in mind map-based digital storytelling project learning model outperform those in general computer-assisted project learning model; individual learning achievement, team learning achievement, and learning motivation of science in digital storytelling project learning model are better than those in general computer-assisted project learning model; while, no significance difference appears on cognitive load. In regard to learning style and project learning model, there is no interaction between individual learning achievement and team learning achievement, and visual-style individual learning achievement is superior to verbal-style one; no homogeneity is proceeded statistical analyses for problem-solving ability; learning motivation of science appears interaction that verbal-style pupils for mind map-based digital storytelling project learning model outperform the ones for digital storytelling project learning model and general computer-assisted project learning model, and the ones for digital storytelling project learning model are better than those for general computer-assisted project learning model; and, visual-style pupils for general computer-assisted project learning model are superior to general verbal-style ones. The open questionnaire analyses present that both mind map and digital storytelling could promote the sense of achievement and develop the imagination, diverse learning, learning interests, problem-solving ability, speaking skills, memory link, and learning performance.

中文摘要--------------------------------------------i
英文摘要-------------------------------------------ii
誌謝-----------------------------------------------iv
目錄-----------------------------------------------vi
表目錄--------------------------------------------vii
圖目錄-------------------------------------------viii
一、 緒論--------------------------------------1
1.1 研究背景與動機----------------------------1
1.2 研究目的與問題----------------------------3
二、 文獻探討----------------------------------4
2.1 專題導向學習------------------------------4
2.2 數位說故事--------------------------------8
2.3 心智圖-----------------------------------13
2.4 學習風格---------------------------------17
三、 研究方法---------------------------------21
3.1 研究架構---------------------------------21
3.2 研究設計---------------------------------22
3.3 參與者-----------------------------------24
3.4 學習系統架構與介面-----------------------25
3.5 研究工具---------------------------------28
3.6 活動內容與流程---------------------------30
3.7 資料處理與分析---------------------------33
四、 實驗結果---------------------------------34
4.1 不同專題學習模式之實驗結果---------------41
4.1.1 不同專題學習模式對科學學習動機之影響----------41
4.1.2 不同專題學習模式對問題解決能力之影響----------53
4.1.3 不同專題導向學習模式對學習成就之影響----------58
4.2 學習風格與專題導向學習模式之實驗結果-----64
4.2.1 學習風格與專題導向學習模式對科學學習動機之影響64
4.2.2 學習風格與專題導向學習模式對問題解決能力之影響79
4.2.3 學習風格與專題導向學習模式對學習成就之影響----84
五、 結論與建議-------------------------------87
5.1 不同專題學習模式之表現-------------------87
5.2 學習風格與專題導向學習模式之表現---------90
5.3 建議與未來發展---------------------------92
參考文獻--------------------------------------------94
附錄-----------------------------------------------111

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