WebQuest教學策略對國小高年級學童的批判思考及創造思考能力的影響

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題名:
WebQuest教學策略對國小高年級學童的批判思考及創造思考能力的影響
著者: 陳炳任; Chen, Pin-jen
尹玫君; Mei-Chun Yin; 教育學系科技發展與傳播碩士班
主題: WebQuest; 批判思考能力; 創造思考能力; 國小學生; Critical Thinking Skills; Creative Thinking Skills; Elementary School Students; WebQuest
描述: 本研究的主要目的是探討以WebQuest教學策略融入國小五年級自然與生活科技領域的教學，對國小五年級學童的批判思考及創造思考能力是否會有影響，並依訪談資料及教師教學的省思記錄探討在WebQuest教學策略中影響學生學習的因素及教師在以WebQuest教學時應注意的引導要領。本研究設計採前後測準實驗設計，以兩個班級的67 位國小五年級學童為研究對象，以班級為單位，將之分為實驗組與對照組進行八週的實驗教學，自變項為教學策略，即WebQuest教學策略與傳統教學策略，依變項為批判思考與創造思考能力，WebQuest教學網頁由研究者自行建置，傳統教學策略之教材亦由研究者自行編製，研究工具包括「批判思考測驗—第一級」、「陶倫斯創造思考測驗語文版」與學生的半結構訪談大綱。本研究之發現如下：一、在批判思考能力方面，WebQuest教學策略與傳統教學策略之間無顯著差異。二、在創造思考的流暢性方面，WebQuest教學策略與傳統教學策略之間有顯著差異。三、在創造思考的獨創性方面，WebQuest教學策略與傳統教學策略之間有顯著差異。四、在創造思考的變通性方面， WebQuest教學策略與傳統教學策略之間有顯著差異。五、在WebQuet教學策略的六大步驟以「資源頁」及「評量頁」對同學的學習最有幫助，而影響學生以WebQuest教學策略學習的因素有「過程頁」步驟的複雜性、完成任務後如何展示成果與小組是否有良好合作學習方式等。本研究將依據研究結果對教師教學及後續研究提出建議，作為教師實施教學的參考。
The research attempted to explore the effect of WebQuest instructional strategy on critical thinking and creative thinking abilities of elementary school upper grade students, and this study explored the factors influencing students’ learning of WebQuest and provide ‘how to’ guidelines for elementary teachers by a semi-structured interview and teachers reflections on teaching record.The experiment lasted 8 weeks. The participants were 67 fifth-grade students in two classes. The independent variable was the instructional strategy, including two levels – traditional instruction (Comparison Group), and WebQuest (Treatment Group). The dependent variables were students’ critical thinking skills and creative thinking skills. The employed instruments in this study were Critical Thinking Test-Level І, Torrance Tests of Creative Thinking, Verbal, Forms A and B (TTCT), and semi-structured interview plan.The results of this study: 1. There were no statistically significant differences between the Treatment Group and Comparison Group in critical thinking skills.2. There were statistically significant differences between the Treatment Group and Comparison Group in term of thinking fluency.3. There were statistically significant differences between the Treatment Group and Comparison Group in term of thinking originality.4. There were statistically significant differences between the Treatment Group and Comparison Group in term of thinking flexibility. 5. “Resource” and “Evaluation” are the most userful elements of WebQust instructional strategy. The factors affecting WebQuest include the complexity of the steps to complete the task, and the process of cooperative learning.
碩士
建立日期: 2009
格式: 121 bytes
text/html
語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/2808
資源來源: NUTN IR

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WebQuest教學策略對國小高年級學童的批判思考及創造思考能力的影響

陳炳任; Chen, Pin-jen 尹玫君; Mei-Chun Yin; 教育學系科技發展與傳播碩士班 2009

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