The Study on the Metacognition Performance of Junior High school Students in the Learning of Biology Through Integrated Technology

• Main Authors: Lin yuszu, 林余思
• Other Authors: 張永達
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/27377496500055500309

碩士 === 國立臺灣師範大學 === 生物學系在職進修碩士學位班 === 91 === The aim of this research is for understanding the metacognition performance of junior high school students in the learning of biology through integrated technology, and comparing the metacognition performance of the student before and after the learning activities. The study is based on the action research, the teacher as the researcher. The research instruments including protofolios, classroom observation, semi-structured interview , questionnaires and other related methods. Through the study methods of qualitative and quantitative , the results comes to appear the attitude of the students on learning with computer and by peer collaboration to obtain the resources through internet is positive. Among the research activities, the students perform diverse strategies metacognition including planning, monitoring, and assessment. Differences shows between the experimental grp. and the control grp., the former performed more diverse metacognition strategies than the latter. And the study indicated the sexual differentiation among the learning activities, while the students proceeding group study and peer collaboration through the internet, the cooperative attitude and the executive effect of the monitoring strategy of the girls are better than the boys. According to the results and findings of this study, suggestions for teaching design of 9-integrated science and technology curriculum in junior high school were given. Besides, suggestions for constructing the scientific learning websites and the design of interaction software were given too, those are aimed to promote the study effect for the students in the learning environment through integrated with information technology.