| Summary: | 碩士 === 國立中央大學 === 網路學習科技研究所 === 104 === The improvements of information technology advance the civilization and progress of the humanity. The problem we face is more complicated nowadays because of Living in a fast-changing environment. Knowing how to solve problems with peers collaboratively becomes the important skill in 21st century obviously. On the other hands, in the field of science education, learners can adjust variable on computer simulation to observe changes between different variables and parameters. It can foster student inquiry skill and construct their domain knowledge. The purpose of this study is to assist learner by computer simulation in collaborative science problem solving activity, to analyze learners’ collaborative problem solving skills and behavior pattern in different computer simulation modes. The study use PISA 2015 “Collaborative Problem Solving” Framework to analyze the performance of learners. The result shows that communication threads between collaborative simulation and individual simulation are significantly different with the classifications of PISA collaborative problem solving framework, and so as the key point the learners discuss. From the Lag Sequential analysis, we induct that both groups have their own behavior patterns. The collaborative computer simulation group mainly focuses on how to work with the simulation, while the individual group focuses on reflect the whole process and apply the variable they get from the simulation to the problem situation. We also examined learners’ learning achievements between two groups. The individual computer simulation group performed significantly better than the collaborative group especially in application questions. In the conclusion of this study, we point out some suggestions on teaching practices, improvement on the system design, and future research.
|
|---|
