探究學習環與鷹架輔助學習單對八年級學生線上探究行為之影響

• Main Author: 周雅芬
• Other Authors: 吳心楷
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/27477100944401264818

碩士 === 國立臺灣師範大學 === 科學教育研究所在職進修碩士班 === 95 === Middle and high school students increasingly adopt online resources when searching for information. However, students frequently encounter difficulties and their online searching behaviors are usually naive. This study aims at developing an investigation wheel for online-inquiry and investigating how scaffolding materials support students to carry out online-inquiry activities. The investigation wheel includes following steps: (1) define a task, (2) plan, (3) search, (4) create, (5) assess, and (6) evaluate. An eighth grade science class from a municipal middle school at Taipei participates in the study, and 8 of them are selected as focus students for intensive observation. The study proceeds on three online-inquiry tasks and goes through the investigation wheel three times. In-situ recordings of the course, learning portfolios, and post-inquiry concept examinations are collected and analyzed qualitatively. The analyses focus on students’online-inquiry behaviors, content understandings, quality of their final products, their use of scaffolding materials, and factors that affect quality of final products. The results show that online-inquiry tasks with scaffolding materials are helpful for improving the quality of students’final products and their inquiry behaviors. The materials also help students develop content understandings and their abilities to define a task definition, to generate keywords, and to manage their time for inquiry. However, students’abilities to assess information and evaluate webpages do not have much improvement. Additionally, low performing students were affected more strongly by the scaffolding materials than those high performers. Students who tend to generate appropriate keywords, to visit more web pages, to spend more time on searches and final products, and to have more self reflections often construct final products with better quality. Therefore, it can be concluded that scaffolding materials support students online inquiry and improve their inquiry behaviors. Educators and researchers, on the other hand, should design appropriate training courses to help students overcome difficulties and obtain better abilities to access and use online information.