| 摘要: | 本研究為了要改善目前學習者大多僅學習知識結果,跳過知識建構的流程,沒有反思資料的正確性問題並且全盤接收;因此,透過融入探究式學習的方式,促進主動學習提供一良好自主學習環境,設計基於永續發展目標概念之<未來城市>模擬系統。過程中,學習者針對開發與保育所造成的環境與經濟問題,反思這些問題的本質是什麼,自由的形成問題、規劃蒐集流程、執行蒐集流程、形成結論、報告並小組討論。本研究結合三種不同的探究式方式,利用逐步減少教師輔助的方式,觀察學習者在整體探究學習活動當中的表現為何,最後透過開發或保育項目的建設方式,模擬社會環境的變化,給予學習者驗證其探究學習過程的正確性。
透過質性研究為主、量化問卷為輔的方式,針對學習者探查的資料內容進行文字分析,討論學習者的探究學習內容為何,同時分析探究學習行為,輔助說明學習者在探究學習過程當中的探究學習內容廣度與行為模式的變化。透過前後測問卷去瞭解經歷整體探究學習活動過後,學習者的探究學習能力及對於永續發展目標的態度變化為何,最後收集學習者對本活動的回饋意見。
研究結果發現,從學習者探究內容說明,協商討論會導致每一組具有不同觀點的探究學習內容,角色任務與利益也會影響每個角色的探究學習內容,具有各自關注的面向與行為模式。漸進式開放探究的方式,有助於豐富探究學習內容廣度,在呈現方式相較複雜的主題需要花費更多時間。探究行為記錄發現引導式、開放式階段當中,大多學習者會有反覆比對不同領域資料的行為;若只注重單一主題,會反覆查找該領域資料,與其他領域的比對行為模式較不明顯。而結構式探究中則無此行為模式,僅具教師規劃探究流程的單一線性行為模式。經過本次活動發現,學習者的整體探究學習能力與形成結論的能力有顯著提升,並且對於永續發展目標的態度也有所提升。學習者對於整體活動流程設計中,開發與建設的模擬功能,都給予正面評價。;This study aims to improve the current situation where most learners merely acquire knowledge outcomes, bypassing the process of knowledge construction without reflecting on the accuracy of information and accepting it wholesale. Therefore, by integrating inquiry-based learning, the study aims to facilitate active learning and provide a conducive environment for autonomous learning by designing a simulation system based on the concept of Sustainable Development Goals (SDGs) for "Future Cities." During the process, learners reflect on the environmental and economic issues caused by development and conservation, contemplate the essence of these issues, freely form questions, plan data collection processes, execute data collection processes, draw conclusions, report, and engage in group discussions.
This study combines three different inquiry based approaches, gradually reducing teacher assistance, to observe learners′ performance in the overall inquiry learning activities. Finally, through the construction of development or conservation projects, the study simulates changes in the social environment, providing learners with validation of their inquiry learning process.
Using qualitative research as the main method and quantitative questionnaires as a supplement, the study conducts textual analysis on the data explored by learners, discussing the content of learners′ inquiry learning and analyzing their inquiry learning behavior to elucidate changes in the breadth of inquiry learning content and behavioral patterns during the inquiry learning process. Through pre- and post test questionnaires, the study aims to understand how learners′ inquiry learning abilities and attitudes toward Sustainable Development Goals change after experiencing the entire inquiry learning activities, and finally collect feedback from students on this activity.
The research findings indicate that from the explanation of learners′ inquiry content, negotiation discussions lead to inquiry learning content with different perspectives in each group, and roles, tasks, and interests also affect the inquiry learning content of each role, each with its own focus and behavioral pattern. The gradual open inquiry approach helps enrich the breadth of inquiry learning content, especially for more complex topics that require more time for presentation. Inquiry behavior records show that during the guided and open stages, most learners engage in behavior of repeatedly comparing data from different domains. If only a single topic is emphasized, learners tend to repeatedly search for data in that domain, and the pattern of comparing with other domains is less evident. However, this behavior pattern is absent in structured inquiry, which only exhibits a single linear behavior pattern of teachers planning the inquiry process. Through this activity, it was found that learners′ overall inquiry learning abilities and ability to draw conclusions significantly improved, and their attitudes toward Sustainable Development Goals also increased. Students gave positive feedback on the overall activity design, particularly the simulation function of development and construction in the activity flow. |
