The Relationship among Knowledge Sharing, Knowledge Creation and Academic Achievement of Fifth and Sixth Graders -A Case of WebQuest teaching and learning activities

• Main Authors: Tzung-han Shie, 謝宗翰
• Other Authors: Mei-Chun Yin
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/91029847298314520555

碩士 === 國立臺南大學 === 數位學習科技學系 === 96 === The purpose of this study was to investigate the relationships among knowledge sharing, knowledge creation and academic achievements of fifth and sixth graders. The SECI model suggested by Nonaka & Takuichi (1995) was applied to WebQuest learning style. Through the process of knowledge sharing and knowledge creation, the researcher attempted to promote students’ knowledge accumulation and creativity and enhance students’ learning effectiveness. The subjects participating in the study were 64 fifth-grade students in two classes at an elementary school in Changhua City. The instructional web-site was established by the researcher and the experiment lasted for five weeks. The findings of the study are summarized as follows: 1. Various knowledge sharing behavior and academic achievements were significantly different. 2. There were no significant differences between the fifth and sixth graders’ various socialization behavior and academic achievements. 3. There were significant differences between the fifth and sixth graders’ various externalization abilities and academic achievements. 4. There were no significant differences between the fifth and sixth graders’ various combination abilities and academic achievements. 5. There were significant differences between the fifth and sixth graders’ various internalization behavior and academic achievements. 6. The correlation between the fifth and sixth graders’ knowledge sharing behavior and knowledge creation behavior had no significant difference . The results of the study supported SECI model and demonstrated that SECI model was effective in WebQuest teaching and learning activities. Based on these findings, the study provides some pedagogical implications and suggestions for further research.