| 摘要: | 「探究學習」是一種基於好奇心、主動問題解決、發展假設以及產出可能解答的學習過程。在國內和國外，「探究」被視為現代科學教育的核心要素。這種學習強調以學生為主體，提供充分的發表、討論和實作機會，使學生能夠透過類似科學家進行研究的體驗，從而獲得科學知識、態度和技能。在這個過程中，與同儕分享想法變得至關重要，透過分享想法和知識，共同提出實驗、進行討論，藉由知識翻新理論提供學生一個以「想法為中心」的環境，互相精進社群想法、探索探究知識，激發更深層次的知識內容。
一般在教室內的探究學習可能會面臨學生學習的動機、調查技術的可及性等挑戰，為了因應這些探究學習可能會遇到的挑戰，目前有學者已開發支援線上合作科學探究的學習平台，但此平台主要支援在電腦上使用，這會讓探究學習受到空間的限制，再加上面對教育部自2022年起推動的「班班有網路生生用平板」政策。因此，本研究開發了「合作探究學習平台」（Inquiry Together），希望透過開發支援平板裝置之探究學習平台，解決學習環境受限的問題，提供學生更具彈性的探究學習空間。
本研究以台灣北部某國小五年級的五十六位學生為對象，主要採用問卷調查法，修改自Yuen與Ma（2008）所發展的量表，評估 Inquiry Together 在知覺有用性、知覺易用性和使用意願方面的效果。問卷進行方式為先使用系統，再填寫線上問卷，問卷內容皆以六點Likert量表為主。有效問卷總數為五十六份。使用SPSS統計進行獨立樣本t檢定進行問卷分析，結果顯示，受試學生對 Inquiry Together 皆有正向的知覺有用性、知覺易用性及使用意願。
在本研究的初步階段，我們觀察到系統在使用引導教學和想法呈現方式等方面仍有進一步加強的空間。未來的發展方向將專注於這些方面，期待能提供更適切且符合需求的學習環境，以滿足現場教師和學生的需求。
;"Inquiry-based learning" is a learning process based on curiosity, active problem-solving, hypothesis development, and generating potential answers. Both domestically and internationally, "inquiry" is considered a core element of modern science education. This learning approach emphasizes placing students at the center, providing ample opportunities for presentation, discussion, and hands-on experiences. Students engage in research experiences akin to scientists, acquiring scientific knowledge, attitudes, and skills. Crucially, sharing ideas with peers becomes paramount, enabling the collaborative proposal of experiments and discussions. Grounded in the theory of knowledge innovation, this approach fosters an environment where ideas take center stage, facilitating the mutual enhancement of community ideas and the exploration of in-depth knowledge.
Traditional classroom-based inquiry learning may encounter challenges such as students′ motivation and the accessibility of investigative techniques. In response to these challenges, scholars have developed online platforms supporting collaborative science inquiry. However, these platforms are primarily designed for personal computer use, imposing spatial limitations on inquiry learning. Additionally, with the implementation of the "Every Student with Internet, Every Classroom with a Tablet" policy by the Ministry of Education in 2022, there is a growing need for platforms compatible with tablet devices. Therefore, this study developed the "Inquiry Together" platform, specifically designed to support inquiry-based learning on tablet devices, aiming to address spatial constraints and provide students with a more flexible learning environment.
A total of fifty-six fifth-grade from an elementary school in northern Taiwan participated in this study. The research primarily employs a questionnaire survey method, adapting the scale developed by Yuen and Ma (2008) to assess the perceived usefulness, perceived ease of use, and intention to use the “Inquiry Together” platform. The survey was administered after participants had hands-on experience with the system, and responses were collected online using a Likert six-point scale. A total of 56 valid responses were analyzed using SPSS, employing independent sample t-tests. The results indicated positive average scores for each dimension, revealing that the students perceived positive usefulness, ease of use, and intention to use “Inquiry Together”.
In the preliminary stage of this study, we identified areas for improvement in the system, particularly in the aspects of guided instruction and idea presentation. Future development efforts will be directed towards enhancing these facets, aiming to provide a more suitable and tailored learning environment for teachers and students on site. |
