(18.204.227.34) 您好!臺灣時間:2021/05/19 08:39
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果

詳目顯示:::

我願授權國圖
: 
twitterline
研究生:葉芯妤
研究生(外文):Hsin-YuYeh
論文名稱:合作問題解決能力之情境式評量與分析方法研究
論文名稱(外文):A Study of Situated Assessment and Analysis Method for Collaborative Problem Solving Skills
指導教授:陳裕民陳裕民引用關係朱慧娟朱慧娟引用關係
指導教授(外文):Yuh-Min ChenHui-Chuan Chu
學位類別:碩士
校院名稱:國立成功大學
系所名稱:製造資訊與系統研究所
學門:工程學門
學類:電資工程學類
論文種類:學術論文
論文出版年:2020
畢業學年度:108
語文別:中文
論文頁數:95
中文關鍵詞:合作問題解決能力情境式評量全方位學習設計證據中心評量設計資料科學
外文關鍵詞:Collaborative Problem SolvingSituated AssessmentUniversal Design for LearningEvidence-Centered DesignData Science
相關次數:
  • 被引用被引用:0
  • 點閱點閱:40
  • 評分評分:
  • 下載下載:0
  • 收藏至我的研究室書目清單書目收藏:3
「合作問題解決能力」是本世紀人才必要的素養之一。在融合教育的教學環境下,身心障礙學生與一般學生一樣,有培養合作問題解決能力之必要,以融入校園生活並適應未來社會。
針對國小學生合作問題解決能力提升之需求,本研究提出適用於國小學生之合作問題解決能力架構,作為評量之依據。接著,設計一套「合作問題解決能力情境式評量方法」,包含(1)適用於國小學生之評量流程、(2)由學生與兩位學習夥伴代理人組成之三人合作模式、(3)五層架構之任務以及(4)分為立即偵測與事後分析之能力評量方法。
同時,依循上述所設計之情境式評量方法,實作出以語文閱讀為主軸,主題為「故事接龍」的情境式評量範例,針對架構中每一項合作問題解決能力,設計情境與問題,套用於任務程序中,引導學生在不知情的情況下表現其能力。此外,運用資料處理技術生成合作問題解決能力分布與問題行為表現,以驗證情境式評量方法的鑑別度與信效度;並應用關聯規則與階層式分群兩項演算法,觀察合作問題解決能力與問題行為或能力項目之間的關聯性,形成合作問題解決能力之影響因素模型。
本研究實際於國小進行實驗,採量化研究,獲得共87位學生之數據,其中包含11位身心障礙學生。結果顯示,本研究設計之評量方法應用於測量所有學生的合作問題解決能力時,皆達到信效度標準,而針對問題行為的部分尚待改善。最後,透過關聯性分析結果相互驗證後,形成能力影響因素模型,其中,學生特質與其認知能力具有高度相關,而問題行為表現對於學生理解領域知識方面具有影響力。
For the need to improve collaborative problem solving (CPS) skills of elementary students, this study designs a situated assessment method for CPS skills, including (1) the assessment process suitable for elementary students, (2) the collaborative mode composed of a student and two learning partner agents, (3) the task with five-tier structure, (4) the assessment method divided into immediate detection and post-analysis.
At the same time, following the assessment method, an assessment example with reading as the main content and the theme of Story Solitaire is made, and situations and problems are designed for each CPS subskills. In addition, the assessment generates CPS skills distribution and behavior problems to verify the reliability and validity of the method. And association rules and hierarchical clustering algorithms are applied to form the influential factors model of CPS skills, including the relationship between CPS skills and student characteristics and behavior problems.
This study conducts experiments in an elementary school and collected data from 87 students including 11 students with special educational needs by quantitative research. The results show that when the assessment method designed in this study is applied to measure the CPS skills of all students, it meets the reliability and validity standard; however, the method to measure behavior problems needs to be improved. Finally, correlation analysis shows that student characteristics are highly related to their cognitive skills, and behavior problems have an impact on students' understanding of domain knowledge.
摘要 I
Abstract II
誌謝 VII
目錄 VIII
表目錄 XI
圖目錄 XIII
第一章、緒論 1
1.1 研究背景 1
1.2 研究動機 2
1.3 研究目的 3
1.4 問題分析 4
1.5 研究項目與方法 6
1.6 研究步驟 7
第二章、文獻探討 9
2.1研究領域探討 9
2.1.1情境式評量 9
2.1.2全方位學習設計 10
2.1.3合作問題解決能力 11
2.1.4學生特質與問題行為 13
2.2能力評量相關研究探討 14
2.2.1合作問題解決能力評量之相關研究 14
2.2.2非合作問題解決能力評量之相關研究 17
2.3應用技術與方法 18
2.3.1證據中心評量設計 18
2.3.2隱形評量 19
2.3.3資料科學 19
2.3.4評量分析 20
第三章、合作問題解決能力定義 22
3.1合作問題解決能力架構整合 22
3.2合作問題解決能力影響因素初步模型建立 24
第四章、合作問題解決能力情境式評量方法設計 27
4.1評量設計依據 27
4.2情境式評量方法設計 28
4.2.1評量流程設計 29
4.2.2合作模式設計 30
4.2.3任務設計 32
4.2.4能力評量方法設計 34
第五章、 實現技術開發與系統建置 37
5.1系統規劃 37
5.2評量技術開發 38
5.2.1有限狀態機模型 38
5.3分析技術應用 39
5.3.1模糊關聯規則分析 40
5.3.2階層式分群分析 42
5.4實作環境 45
5.5系統建置 45
5.5.1評量介面與功能開發 46
5.5.2任務建置 53
5.5.3評量資料處理技術開發 59
第六章、有效性驗證 61
6.1實驗設計 61
6.2實驗執行 62
6.3實驗結果分析 63
6.3.1評量方法分析 63
6.3.2評量結果分析 72
第七章、結論與建議 85
7.1結論 85
7.2建議與未來方向 86
參考文獻 88
附錄一:故事接龍主題詳細內容 94
附錄二:學生認知與社會互動能力以及問題行為檢核表 95
Agrawal, R., & Srikant, R. (1994, September). Fast algorithms for mining association rules. In Proc. 20th int. conf. very large data bases, VLDB (Vol. 1215, pp. 487-499).
Agrawal, R., Imieliński, T., & Swami, A. (1993, June). Mining association rules between sets of items in large databases. In Proceedings of the 1993 ACM SIGMOD international conference on Management of data (pp. 207-216).
Almond, R.G., Steinberg, L.S., & Mislevy, R.J. (2002). Enhancing the design and delivery of assessment systems: A four-process architecture. Journal of Technology, Learning, and Assessment, 1(5).
Benesty, J., Chen, J., Huang, Y., & Cohen, I. (2009). Pearson correlation coefficient. In Noise reduction in speech processing (pp. 1-4). Springer, Berlin, Heidelberg.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational researcher, 18(1), 32-42.
Carmines, E. G., & Zeller, R. A. (1979). Reliability and validity assessment (Vol. 17). Sage publications.
Chang, C. J., Chang, M. H., Chiu, B. C., Liu, C. C., Chiang, S. H. F., Wen, C. T., ... & Wu, S. W. (2017). An analysis of student collaborative problem solving activities mediated by collaborative simulations. Computers & Education, 114, 222-235.
Chu, M. W., & Chiang, A. (2018). Raging Skies: Development of a Digital Game-Based Science Assessment Using Evidence-Centred Game Design.
DeRosier, M. E., Craig, A. B., & Sanchez, R. P. (2012). Zoo U: A stealth approach to social skills assessment in schools. Advances in Human-Computer Interaction, 2012, 22.
DiCerbo, K. E., Behrens, J. T., & Barber, M. (2014). Impacts of the digital ocean on education. London: Pearson. Retrieved Sep-tember, 1, 70-81.
Embregts, P. J. (2000). Reliability of the Child Behavior Checklist for the assessment of behavioral problems of children and youth with mild mental retardation. Research in Developmental Disabilities, 21(1), 31-41.
Feldman, J., Monteserin, A., & Amandi, A. (2014). Detecting students' perception style by using games. Computers & Education, 71, 14-22.
Florez, G., Bridges, S. A., & Vaughn, R. B. (2002, June). An improved algorithm for fuzzy data mining for intrusion detection. In 2002 Annual Meeting of the North American Fuzzy Information Processing Society Proceedings. NAFIPS-FLINT 2002 (Cat. No. 02TH8622) (pp. 457-462). IEEE.
Gill, A. (1962). Introduction to the theory of finite-state machines.
Griffin, P., & Care, E. (2015). The ATC21S method. In Assessment and teaching of 21st Century Skills (pp. 3-33). Springer, Dordrecht.
Griffin, P., & Care, E. (Eds.). (2014). Assessment and teaching of 21st century skills: Methods and approach. Springer.
Herborn, K., Stadler, M., Mustafić, M., & Greiff, S. (2018). The assessment of collaborative problem solving in PISA 2015: Can computer agents replace humans?. Computers in Human Behavior.
Hoegl, M. (2005). Smaller teams–better teamwork: How to keep project teams small. Business Horizons, 48(3), 209-214.
Hooshyar, D., Ahmad, R. B., Yousefi, M., Fathi, M., Horng, S. J., & Lim, H. (2016). Applying an online game-based formative assessment in a flowchart-based intelligent tutoring system for improving problem-solving skills. Computers & Education, 94, 18-36.
Horner, R. H., & Carr, E. G. (1997). Positive behavior supports for challenging behavior. Journal of Special Education, 31, 98-115.
Hung, J.-L., Hsu, Y.-C., & Rice, K. (2012). Intergrating data mining in program evaluation of K-12 online education. Education Technology & Society, 15(3),42-57.
Johnson, S. C. (1967). Hierarchical clustering schemes. Psychometrika, 32(3), 241-254.
Kamber, M., & Pei, J. (2001). Data mining: Concepts and techniques (Vol. 2). San Francisco: Morgan Kaufmann Publishers.
Kennedy, C. H., & Thompson, T. (2000). Health conditions contributing to problem behavior among people with mental retardation and developmental disabilities. In M. Wehmeyer & J. Patton (Eds.), Mental retardation in the 21st century (pp. 211-231). Austin, TX: PRO-ED.
Koegel, L. K., Koegel, R. L., Ashbaugh, K., &Bradshaw, J. (2014). The importance of early identification and intervention for children with or at risk for autism spectrum disorders. International Journal of Speech-Language Pathology, 16(1), 50–56.
Laugeson, E. A., Ellingsen, R., Sanderson, J., Tucci, L., &Bates, S. (2014). The ABC’s of Teaching Social Skills to Adolescents with Autism Spectrum Disorder in the Classroom: The UCLA PEERS ® Program. Journal of Autism and Developmental Disorders, 44(9), 2244–2256.
Lefrancois, G. R. (1997). P. Ichology for teaching. Wadsworth.
Lewis, T. J., & Sugai, G. (1996). Functional assessment of problem behavior : A pilot investigation of the comparative and interactive effects of teacher and peers social attention on students in general education settings. School Psychology Quarterly, 11, 1-19.
Linn, R. L., & Gronlund, N. E. (2000). Measurement and assessment in teaching. Merrill:Upper Saddle River, NJ : Prentice-Hall.
Meyer, A., Rose, D.H., & Gordon, D. (2014). Universal design for learning: Theory and practice. Wakefield, MA: CAST Professional Publishing
Mining, T. E. D. (2012, October). Enhancing teaching and learning through educational data mining and learning analytics: An issue brief. In Proceedings of conference on advanced technology for education (pp. 1-64).
Mislevy, R. J., Oranje, A., Bauer, M. I., von Davier, A. A., & Hao, J. (2014). Psychometric considerations in game-based assessment. GlassLabGames.
Mislevy, R.J., Almond, R.G., & Lukas, J. (2004). A brief introduction to evidence centered design. CSE Technical Report 632. Los Angeles: The National Center for Research on Evaluation, Standards, Student Testing (CRESST), Center for Studies in Education, UCLA.
OECD. (2013). Pisa 2015 Draft Collaborative Problem Solving Framework March 2013. Oecd, (March 2013), 89.
Patiniotaki, E. (2019). Towards the Joint Study of Access Services and Universal Design for Learning. International Journal of Language, Translation and Intercultural Communication, 8, 65-76.
Pöysä-Tarhonen, J., Care, E., Awwal, N., & Häkkinen, P. (2018). Pair interactions in online assessments of collaborative problem solving: case-based portraits. Research and Practice in Technology Enhanced Learning, 13(1), 12.
Preacher, K. J., Rucker, D. D., MacCallum, R. C., & Nicewander, W. A. (2005). Use of the extreme groups approach: a critical reexamination and new recommendations. Psychological methods, 10(2), 178.
Provost, F., &Fawcett, T. (2013). Data Science and its Relationship to Big Data and Data-Driven Decision Making. Big Data, 1(1), 51–59.
Raschke, H. J. (1978). The role of social participation in postseparation and postdivorce adjustment. Journal of Divorce, 1(2), 129-140.
Rojahn, J., Matson, J. L., Lott, D., Esbensen, A. J., & Smalls, Y. (2001). The Behavior Problems Inventory: An instrument for the assessment of self-injury, stereotyped behavior, and aggression/destruction in individuals with developmental disabilities. Journal of autism and developmental disorders, 31(6), 577-588.
Rokach, L., & Maimon, O. (2005). Clustering methods. In Data mining and knowledge discovery handbook (pp. 321-352). Springer, Boston, MA.
Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development.
Rosen, Y., & Tager, M. (2013). Computer-based assessment of collaborative problem-solving skills: Human-to-agent versus human-to-human approach. Research & Innovation Network, Pearson Education.
Scott, T. M., & Nelson, C. M. (1999). Using functional behavioral assessment to develop effective interventional plans: Practical classroom applications. Journal of Positive Behavior Intervention, 1, 242-251.
Scoular, C. (2017). From log file analysis to item response theory: an assessment template for measuring collaborative problem solving (Doctoral dissertation).
Shute, V. J. (2011). Stealth assessment in computer-based games to support learning. Computer games and instruction, 55(2), 503-524.
Steinberg, L.S., Mislevy, R.J., Almond, R.G., Baird, A.B., Cahallan, C., Dibello, L.V., Deniz Senturk, D., Yan, D., Chernick, H., & Kindfield, A. C. H.(2003). Introduction to the Biomass Project: An illustration of evidence-centered assessment design and delivery capability. CSE Technical Report 609. Los Angeles: The National Center for Research on Evaluation, Standards, Student Testing (CRESST), Center for Studies in Education, UCLA.
Szekely, G. J., & Rizzo, M. L. (2005). Hierarchical clustering via joint between-within distances: Extending Ward's minimum variance method. Journal of classification, 22(2), 151-184.
Topchy, A., Jain, A. K., & Punch, W. (2003, November). Combining multiple weak clusterings. In Third IEEE international conference on data mining (pp. 331-338). IEEE.
Wilcoxon, F. (1992). Individual comparisons by ranking methods. In Breakthroughs in statistics (pp. 196-202). Springer, New York, NY.
Wu, H., & Molnár, G. (2018). Computer-based assessment of Chinese students’ component skills of problem solving: a pilot study. International Journal of Information and Education Technology, 8(5), 381-386.
Young, M. (1995). Assessment of situated learning using computer environments. Journal of Science Education and Technology, 4(1), 89-96.
王欣宜(2006)。智能障礙學生之社交技巧訓練內涵分析。特殊教育季刊,98,9-16。
吳宗立(2000)。情境學習論在教學上的應用。人文及社會學科教學通訊。
吳亭芳、陳明聰、陳麗如(2003)。運用電腦科技改善學習障礙學生書寫困難,特殊教育季刊。
施顯烇(1998)。情緒與行為問題:兒童與青少年所面臨與呈現的挑戰。五南圖書出版股份有限公司。
夏瑞璘(1995)。學習障礙學生社會行為之探討。特教園丁,10(4),1-4。
郭伯臣、李俊儀、許雅菱、林文質(2005)。以證據為中心的數學評量設計─以貝氏網路為例。第二十一屆科學教育學術研討會,國立彰化師範大學。
鈕文英(2010)。美國智能和發展障礙協會 2010 年定義的內容和意涵。國小特殊教育,(49),21-32。
黃建翔(2015)。資料探勘在教育領域之發展與應用。臺灣教育評論月刊,4(8),78-84。
楊庸一、王華沛(2001)。身心障礙兒童建構式數學教育網際網路化之研究。行政院國家科學委員會補助專題研究。
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top
無相關論文
 
無相關期刊
 
無相關點閱論文