skip to main content
語言:

WebQuest融入情境學習於環境教育之研究─以國小垃圾分類及資源回收為例

許為翔; Hsu, Wei-hsiang 陳宗禧; Tzung-Shi Chen; 數位學習科技系數位學習科技碩士在職專班 2009

線上取得

  • 題名:
    WebQuest融入情境學習於環境教育之研究─以國小垃圾分類及資源回收為例
  • 著者: 許為翔; Hsu, Wei-hsiang
  • 陳宗禧; Tzung-Shi Chen; 數位學習科技系數位學習科技碩士在職專班
  • 主題: 資源回收; 垃圾分類; 環境教育; 情境學習; WebQuest; resource recycling; WebQuest; garbage classification; environmental education; situated learning
  • 描述: 由於無線網路及行動載具的普及，使學習突破了空間地點的限制，學習者能夠在真實環境中進行學習，本研究讓學習者利用PDA及無線網路搭配WebQuest教學網站，在資源回收場進行垃圾分類及資源回收的學習，旨在探討接受不同的教學策略（傳統教學、WebQuest主題探索教學、WebQuest融入情境學習教學），對環境教育（垃圾分類及資源回收）學習成效及學習歷程之影響。實驗研究對象為台南縣某國小六年級三個班級學童103人，分為對照組1（傳統教學）、對照組2（WebQuest主題探索教學）及實驗組（WebQuest融入情境學習教學），經由前後測及WebQuest任務活動評量之分析，了解學生的學習成效及學習歷程表現，並填寫學習意見調查問卷，來了解學生對WebQuest融入情境學習之教學方式的反應。 研究結果顯示，以WebQuest融入情境學習之教學方式在垃圾分類及資源回收的學習成效，比傳統教學及WebQuest主題探索教學有顯著效果；在WebQuest任務活動之學習歷程的影響上，與WebQuest主題探索教學比較則無明顯差異。在學生反應方面，WebQuest融入情境學習的教學方式受到學生的喜愛並能提高學習興趣。
    Learning breaks the restriction of time and place due to the popularization of wireless networking and mobile device, which let learner can learn in the realize world. In this study, the student can learn garbage classification and resource recycling through using wireless networks and the instruction website of the WebQuest. The purpose of study is that probing into different teaching strategies (traditional instruction as control group 1, WebQuest theme exploring instruction as control group 2, and the instruction strategy of the WebQuest Incorporated into Situated Learning as trip group) made the impact on learning performance of environmental education for the student. There were 103 elementary school students in Tainan County participating in this research, and their ages ranged from 11 to 12. The participants of this experiment was separated into three groups (the trial group has 35 students, the control group 1 has 34 students, and the control group 2 has 34 students). The study understands the student’s learning performance and the represent of learning portfolio through evaluating pre-test, post-test, and the score of WebQuest learning tasks and knows the student''s response to the instruction strategy of the WebQuest Incorporated into Situated Learning. The results of study is showed that the instruction strategy of the WebQuest Incorporated into Situated Learning has significant different with the two control group on garbage classification and resource recycling. The trip group scored higher than the two control groups. On other hands, on the influence of the task activity of WebQuest, the trip group has not significant different from the control group 2. Finally, the response of the students, the instruction strategy of the WebQuest Incorporated into Situated Learning takes the fancy of student and can improve the learning interest.
    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/987654321/2873
  • 資源來源: NUTN IR
連結
返回到檢索清單
上一頁前一個記錄 檢索清單  7 下ㄧ個記錄下ㄧ頁
    臺南大學版權所有 © 2016 NUTN All Rights Reserved

正在檢索遠程資料庫，請稍等