基於知識翻新理論的科學探究專題平台之開發與初步評估;Development and Preliminary Evaluation of Knowledge Building Theory-based Online Platform for Supporting Scientific Inquiry Project-based Learning

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题名:	基於知識翻新理論的科學探究專題平台之開發與初步評估;Development and Preliminary Evaluation of Knowledge Building Theory-based Online Platform for Supporting Scientific Inquiry Project-based Learning
作者:	陳虹如;Chen, Hung-Ju
贡献者:	網路學習科技研究所
关键词:	知識翻新理論;科學探究;專題導向學習;knowledge building theory;scientific inquiry;project-based learning
日期:	2020-07-24
上传时间:	2020-09-02 18:29:08 (UTC+8)
出版者:	國立中央大學
摘要:	探究（inquiry）在科學教育中非常重要，融入探究教學與專題學習元素的科學探究專題屬於開放式探究，可以促使學生使用科學探究（scientific inquiry）的態度進行發掘問題、研究設計與探索、討論並產生結果，培養學生學習的自主性與問題解決的能力。為了幫助科學探究專題的進行，本研究之主要目的為開發「科學探究專題平台」，基於知識翻新理論與現場教師及數位學習教育研究者討論，並參考國內外相關系統進行系統的規劃與設計，提供學習鷹架（scaffolds）與輔助工具，幫助學生進行科學探究專題，並透過討論工具的想法圖像化呈現與學習歷程分析工具，讓學生便利地看出整體學習歷程，能夠進行反思同時調整自己的學習狀態。系統開發完成後，本研究採用「問卷調查法」（questionnaire survey）的方式，研究對象為32位教師蒐集問卷資料，評估教師對系統的整體知覺有用性、整體知覺易用性、整體使用意願以及系統提供之鷹架功能與輔助工具的知覺有用性，並收集教師建議與回饋。研究結果發現多數受測教師對於「科學探究專題平台」的整體知覺有用性、整體知覺易用性、整體使用意願以及系統提供之鷹架功能與輔助工具的知覺有用性都給予正面的回饋。最後根據本研究之結果，提出對系統的建議，做為未來研究與系統改善之參考。;Scientific inquiry is a very important part of science education. In the process of scientific inquiry project-based learning, students need to combine their experiences to discover problems and come out with their ideas and theories. During the scientific inquiry project-based learning, students can improve their learning autonomy and problem-solving ability. To support students in scientific inquiry project-based learning, the “Online Science Project Learning Platform” (OSPLP) was developed in this study. The OSPLP provides several learning scaffolds and tools based Knowledge Building Theory. For example, through the graphical presentation of ideas in discussion tools and learning process analysis tools, students can easily see the overall learning process to reflect on them and adjust their learning status. After the platform was developed, a preliminary study was conducted. The participants were 32 Taiwanese teachers. Their perceived usefulness, perceived ease of use, and intention of use of the OSPLP were assessed. Also, their perceived usefulness of learning scaffolds and tools was evaluated. The participant teachers expressed positive feedback and had the intention to use the system in teaching students in scientific inquiry project-based learning. Based on the results of this study, some suggestions for the platform and future research were also discussed.
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