資訊科技融入合作學習對國中生自然與生活科技領域學習成就與態度之影響

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題名:
資訊科技融入合作學習對國中生自然與生活科技領域學習成就與態度之影響
著者: 許暉東; Shei, Hu-dong
歐陽誾; Yin Ou-Yang; 教育學系課程與教學碩士班
主題: 國中生; 合作學習; 資訊科技融入教學; 學習成就; 學習態度; learning achievement; Junior high school students; Cooperative learning; Information technology integrated into instructi; learning attitude
描述: 本研究主要目的在探討資訊科技融入合作學習，對於國中生在自然與生活科技領域學習成就及態度之影響。本研究採準實驗法，以不等組前後測進行研究。研究樣本取自研究者任教國中三年級兩班學生，共64 名學生，以一班為實驗組，採用資訊科技融入合作學習的教學模式；另一班為對照組採取一般傳統教學。教學前實施學習成就與學習態度前測，兩組皆以98 學年度第一學期自然與生活領域學習成績作為成就測驗前測成績，教學後，實施學習成就與學習態度後測。根據研究結果，在接受資訊科技融入合作學習法後，實驗組學生之學習成就雖無顯著優於對照組學生，但學習態度卻顯著優於對照組學生。而根據本實驗質化研究結果顯示，資訊科技融入合作學習有助於學生增加其學習的自信心，並透過小組內及小組間的觀摩，促進積極的學習態度及創造一個學習氣氛良好、師生互動頻繁的環境；此外，教師若能選擇數位化的學習環境，有助於實施資訊融入合作學習的課程進行，並能善用動態的資訊素材及團體績效制度，激勵學生學習企圖心，使小組合作的狀況更良好，學習成效亦會更顯著。
The main purpose of this study was to investigate the impact of information technology integrated cooperative learning on junior high school students’ learning achievement and attitude of science study. This study employed quasi-experimental approach. Two nonequivalent groups were estimated by their pretest and posttest. The subjects were sixty-four students, from two classes at the third grade in a junior high school. One of the classes, as the experimental group, received the instruction of information technology integrated cooperative learning, whereas the other, as the control group, received conventional teaching method. The data of the pretest were based on the students’ scores on the learning attitude questionnaire and the achievement tests of Science Study in the 1st semester of academic year 2009, while the data of the posttest were later examined after the instruction. The results of this research are as follows：The first, after the instruction of information technology integrated cooperative learning, learning achievement of the experimental group students was not significantly superior to that of the control group students. Second, after the instruction of information technology integrated cooperative learning, learning attitude of the experimental group students was significantly superior to that of the control group students.The results of this quantitative experiment revealed information technology integrated cooperative learning maked the student increase their confidence in learning; besides, inter-team and intra-team learning improved the students’ positive attitude, created an environment with better atmosphere and frequent interactions between students and teachers. Moreover, a digitalized environment can help a teacher to carry out an information technology integrated cooperative learning; the uses of dynamic information materials and the team responsibility can inspire students’ motivations, enhance their cooperation and raise their learning achievement.
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建立日期: 2010
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/1715
資源來源: NUTN IR

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資訊科技融入合作學習對國中生自然與生活科技領域學習成就與態度之影響

許暉東; Shei, Hu-dong 歐陽誾; Yin Ou-Yang; 教育學系課程與教學碩士班 2010

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