| Summary: | 碩士 === 國立臺南大學 === 數位學習科技系數位學習科技碩士在職專班 === 97 === Learning breaks the restriction of time and place due to the popularization of wireless networking and mobile device, which let learner can learn in the realize world. In this study, the student can learn garbage classification and resource recycling through using wireless networks and the instruction website of the WebQuest. The purpose of study is that probing into different teaching strategies (traditional instruction as control group 1, WebQuest theme exploring instruction as control group 2, and the instruction strategy of the WebQuest Incorporated into Situated Learning as trip group) made the impact on learning performance of environmental education for the student. There were 103 elementary school students in Tainan County participating in this research, and their ages ranged from 11 to 12. The participants of this experiment was separated into three groups (the trial group has 35 students, the control group 1 has 34 students, and the control group 2 has 34 students). The study understands the student’s learning performance and the represent of learning portfolio through evaluating pre-test, post-test, and the score of WebQuest learning tasks and knows the student''s response to the instruction strategy of the WebQuest Incorporated into Situated Learning.
The results of study is showed that the instruction strategy of the WebQuest Incorporated into Situated Learning has significant different with the two control group on garbage classification and resource recycling. The trip group scored higher than the two control groups. On other hands, on the influence of the task activity of WebQuest, the trip group has not significant different from the control group 2. Finally, the response of the students, the instruction strategy of the WebQuest Incorporated into Situated Learning takes the fancy of student and can improve the learning interest.
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