A Study on the Learning Benefit of Primary School Children's Photography Course in criteria-based peer assessment learning strategy

• Main Authors: CHENG, JUI-I, 鄭如意
• Other Authors: WANG,HSIAO-SHEN
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/yqzq9j

碩士 === 國立臺中教育大學 === 教師專業碩士學位學程 === 105 === This study mainly explored the effects of "photographic instructional teaching" and "photography teaching" on sixth graders’ photographic knowledge, which included angle light, camera knowledge, and composition ratio; moreover, it also explored the difference of social interaction behaviors between two groups of students. Quasi experiment design was adopted to conduct this study. There are one hundred and ten sixth graders from four classes that participated in this study. They are divided into two groups: an experimental group of two classes and a control group of other two classes. The experimental group was arranged for photography standard teaching, and the control group was arranged for photo teaching. Both the experimental group and the control group accepted two-unit learning tasks of photography. The study applied heterogeneous grouping, group discussions and mutual assessment through respective network platforms and recorded dialogue to analyze interaction behaviors and interactional patterns, which was based on nine indicators of IBIS (Issue-based information system), to conclude the semantics of dialogue and then classify group-discussion patterns. The results of this study indicated: 1. Both photography standard teaching and general photography teaching help to enhance photographic knowledge and the capability of operation; the experimental group, which applied photography standard teaching, especially made a great progress on the knowledge of composition ratio. 2. The social interaction behaviors of peer-assessment feedback help to boost of team cooperation, and the relevant capabilities of in-depth discussion about the subject, but it is still essential to provide appropriate benchmarks and regulations, which can multiply learning effects. 3. Online collaboration platform is indeed helpful to group discussion, record keeping, and provides more time for feedback and reflection. As time passes, the tasks of different units can make more comparison of learning progress. 4. Information technology tools with photographic functions, such as cameras, tablet PCs and other equipment, can boost students’ interests. However, the students, who take multi-functions and simplicity of operation into account when they choose shooting tools, prefer the Tablet PC to the camera. 5. In addition to knowledge learned from the class, combination of practical feeling of surroundings will help students to immerse in the environment and shoot photographic works with better quality. 6. According to the social interaction behaviors between the experimental group and the control group, the cooperative discussion patterns can be concluded as "cooperation", "one to many", "less one or less", "non-interaction", and " two discussion among tree people". However, the students who accepted photographic instructional teaching could make more cooperation and explore the subject more deeply, which helps to boost their learning effects.