| Summary: | 碩士 === 國立臺南大學 === 數位學習科技學系碩士在職專班 === 98 === The study attempts to investigate the effects and attitude on students’ ability of problem solving when online cooperative inquiry-oriented learning strategy integrated into social science. Eighty eight sixth graders were assigned to three groups randomly, one experiment group and two control groups respectively. The difference among three groups is the experiment group adopted the strategy of cooperative learning and cognitive apprenticeship. The first control group adopted the strategy of personal learning and cognitive apprenticeship, and the second one employed the strategy of personal learning and traditional instruction. Meanwhile, these groups are required to adopt training courses for problem-solving ability via Meta-Analyzer. Twenty sessions of online learning activities were conducted during seven weeks and students’ online searching portfolio were recorded with Meta-Analyzer system simultaneously.
The result findings show that middle- and low-level achievement students in experiment group have significantly higher problem-solving ability than those in two control groups. As to the aspect of cognitive styles, the field-dependent students in experiment group have significantly better problem solving performance than those in other two groups; besides, the result finding shows that the interaction effect exists between two independent variables, cognitive styles and cooperative learning. In terms of the aspect of keywords adopting skill, students in experiment group show greater improvement than those in two control groups. Moreover, students in experiment group also consent that online cooperative inquiry-oriented learning strategy can increase their attitude toward social science. Thus, to sum up, online cooperative inquiry-oriented learning strategy not only can increase students’ problem-solving ability, but also motivate them in social science.
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