導入智慧型裝置對分組合作學習影響探討-以國中自然與生活科技課程為例

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Title:	導入智慧型裝置對分組合作學習影響探討-以國中自然與生活科技課程為例 Exploring the impact of smart devices on cooperative learning in science and technology courses in junior high schools
Authors:	吳建璿 Wu, Chien-Hsuan
Contributors:	資訊管理學系碩士在職專班
Keywords:	智慧型裝置數位學習合作學習學習成效自然生活科技課程 Smart devices e-learning cooperative learning learning outcome science and technology courses
Date:	2015-01-22
Issue Date:	2015-02-04 14:26:00 (UTC+8)
Abstract:	精緻化教學的發展趨勢，誘發三大變化：教育重點從教師教學轉變為學生學習，分組合作學習成為教育現場新解決方案，以及數位學習的導入。但是，即使合作學習、行動學習及數位學習領域研究，已累積相當多可參考的研究成果與模型，有關數位學習與合作學習兩者的影響關聯，至今仍尚未有系統化地進行探討。因此，為回應此研究與教學應用上的缺口，本研究以新北市某綜合高中的199位國二學生作為對象，鎖定自然與生活科技課程，透過為期十二周的觀察，輔以不同學習題目與歷程之教學實驗設計，在自然環境下進行教師運用智慧型裝置搭配合作學習教學法的學習成效評估。研究結果發現，運用智慧型裝置融入分組合作學習在封閉式與開放式教學上皆有顯著成效，但在分組合作學習之學習經驗上無顯著差異，且出現加乘效果。此外，從事後競賽的參與和成效追蹤測驗中也發現，在歷經不同教學過程之對照組與實驗組同學，在參賽意願與比賽表現結果等兩個層面，亦無顯著差異。所以，本研究認為，唯有透過學校整體持續應用與導入(非單一課程推動)，方能讓智慧型裝置融入分組合作學習時產生內化與質變，進而真正產生的價值。 The paradigm shift of teaching and learning has made cooperative learning, e-learning and student-driven learning key issues for pedagogy. However, despite of a variety of research on cooperative learning, mobile learning, and e-learning, there are extreme few studies analyzing the cross-effects of integrating e-learning and cooperative learning on students’ outcomes, thus resulting in a research and practical gap. In order to help bridge this gap, this thesis applies the experimental approach on 199 K8 students of a junior high school in New Taipei City. The experiment is taken based on a 12-week-long observation of science and technology courses, with its focus on analyzing how cooperative learning and smart device-based learning interact on the learning outcome of students. Both close-form and open-form learning objects, as well as short-term and mid-term measurements are tested and covered. All the observation and experiments are taken under natural settings. The results show that, those students empowered by smart devices did outper-formed than those without smart devices, for both close-form and open-form learning cases, in terms of the short-term learning outcome; however, the amplification effects resulted from smart-device-based learning are also observed in the meantime. With re-gard to the mid-term learning effects, neither learning motivation nor learning outcomes are found improved through the experiment, surprisingly. Therefore, it is suggested that to utilize the synergy of smart-device-based cooperative learning efficiently, a task-technology-fit based design philosophy might be applied.
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