引導發現式戶外教學之設計─以珊瑚王國館為例

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題名:
引導發現式戶外教學之設計─以珊瑚王國館為例
著者: 黃有量; Huang, Yu-liang
黃意雯; I-wen Huang; 數位學習科技系數位學習科技碩士在職專班
主題: 海洋生物博物館; 虛擬戶外教學; 引導發現式學習; National Museum of Marine Biology and Aquarium; Virtual Field Trip（VFT）; Guided Discovery Learning
描述: 國內外已經有很多研究顯示利用虛擬戶外教學（Virtual Field Trip, VFT）工具，能彌補傳統戶外教學所遭遇到的困境與問題。即便如此，卻仍有一些有關VFT的施行成果不如預期，學習成效甚至與只進行口頭導覽的戶外教學無顯著差異。研究者分析這些研究後，歸納出其原因可能是教學者沒有考慮教材的內容與性質是否配合學習者的認知結構。因此，本研究旨在設計一套「引導發現式戶外教學活動」，採用引導發現式學習教學策略的戶外教學活動，並且搭配使用雙瑪理論與訊息處理論的方法，減低學習者的認知負荷，組織並強化課程中所要學生習得之知識。本研究以國小三年級學生為研究對象，共三個班級，至屏東海生館的珊瑚王國館進行戶外教學，以班級為單位分組，三組的教學進行方式分別為：控制組以傳統口頭演示實施行前簡介，在實地戶外教學時，進行口頭的導覽解說；實驗組一採用網頁輔助教材實施行前介紹，在實地戶外教學時，進行口頭的導覽解說；實驗組二採用引導發現式輔助教材實施行前介紹，在實地戶外教學時，藉學習單進行導覽解說與引導，並無專人進行導覽解說。實驗後分析三組的輔助教材使用問卷、前後測成績與學習單紀錄，得到的結果顯示：1、引導輔助教材確實達到引導學生觀察學習的效果，讓學生比較樂於接受教師提供的教材內容，且大部分的學生也表示很喜歡此輔助教材所提供的功能。2、三組在記憶類與了解類的學習成效方面皆有顯著的進步，但是應用類的問題則只有實驗組二達到顯著進步。3、控制組與實驗組一的記憶類與了解類學習成效沒有差異。實驗組二的記憶類與了解類學習成效顯著優於控制組與實驗組一。4、實驗組二學習單紀錄的情形明顯優於控制組與實驗組一。控制組與實驗組一之間的學習單紀錄情形則無差異。
Some of researches showed that using Virtual Field Trip (VFT) as a teaching tool could conquest the teaching problems of outdoor education. Even though some results of VFT research were under expectation and they also found that was no significant difference with outdoor education. The main reason might be the teachers did not considerate that the context would relate the learners’ cognitive structure. Therefore, the purpose of this research is using guided discovery learning to be a new teaching strategy of outdoor education. The new teaching strategy of outdoor education may reduce the learners’ cognitive load and help students to organize the students’ knowledge of new information with dual-coding theory and information-processing theory. The participants of this study were the third grade elementary school students. They were divided into three groups by classes which are control group: using the traditional oral presentation for pre-traveling introduction and then the researcher gave the guiding explanation to the students during the outdoor education. Experimental group one: using website learning system for pre-traveling introduction and the researcher gives the guiding explanation to students during the outdoor education. Experimental group two: using the leaning system of Coral Kingdom Pavilion of guided discovery for pre-traveling introduction and then the students only receive the guiding explanation with worksheet. The researcher will not give any the guiding explanation during the outdoor education in this group.The data is from questionnaire, the score of pre-test and post-test and the score of the worksheet. The results are the following：1. Guided discovery learning system could guide students to observe and learn actually. The students were also interested in the contents provided by teacher. Most students preferred the function of this system.2. The knowledge and comprehension ability of learning were improved for all three groups students, however only applied ability were improved for experimental-group- two students. 3. There is no difference between the control-group and the experimental-group-one in knowledge and comprehension ability of learning. The knowledge and comprehension ability of learning of experimental-group-two are better than control group and experimental-group-one.4. The score of worksheet of experimental group two is better that the control group and the experimental group one. But, there is no difference between the control group and experimental group.
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/987654321/2889
資源來源: NUTN IR

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引導發現式戶外教學之設計─以珊瑚王國館為例

黃有量; Huang, Yu-liang 黃意雯; I-wen Huang; 數位學習科技系數位學習科技碩士在職專班 2009

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