| Summary: | 博士 === 國立臺北教育大學 === 課程與教學研究所 === 100 === This study aimed to explore the effects of computer-based mindtools on student learning strategies and achievements and influencing factors on high school technology education courses design. The current research used design research and implemented three-phase iterative instruction, and applied a multimedia project to the "energy" unit. The participants including four classes of senior students and two classes of sophomore students came from two different Taipei municipal high schools in 2010 school year. Every phase of the study conducted a six-week experimental course for two classes. In the implementation period, the participants took several times of learning activity checklists and achievement tests in energy knowledge. The team leaders were conducted interviews and thinking aloud activities with the researcher. After each instructional phase, the researcher analyzed the quantitative and qualitative data in order to modify the next instructional design.
Synthesizing the literature review and findings of the instruction, the conclusions are as follows: First, the computer multimedia used as mindtools in instruction is beneficial to learning strategies using when students are active and intentional in learning. Second, the computer multimedia used as mindtools in instruction will promote the learning achievements when students are sharing knowledge within and between groups. Third, students, teachers and technology tools are factors affecting students' learning strategies using and learning achievements improving. Fourth, the "energy" unit design course in this study is suitable to practical application and development. Fifth, the design research method will help solving the problem of theory and practice gaps in high school technology education researches.
Based on the study findings and conclusions, the recommendations are as follows: First, the computer-based mindtools used in technology education instruction should design more higher order learning activities for promoting the use of learning strategies. Second, in theory aspect, continually identify the key influencing factors of learning strategies and achievements, and propose more effective designs. Third, in practice aspect, take advantage of the development procedure of curriculum design, and the "energy" unit design course, and keep improving and developing. Fourth, technology teachers should realize technology, pedagogy, content knowledge and their interactions, and developing TPCK literacy. Fifth, putting more advanced investigations on the background variables, research methods, assessment tools and each level of learning strategies in future researches.
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