學習資訊專業學院—資訊教育研究所

Permanent URI for this communityhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/25

資訊教育研究所之碩士班成立於民國80年,博士班成立於民國86年,目前研究生共約160名。本所原屬資訊教育學系,於95學年度起因應系所組織調整,成為獨立研究所,歸屬教育學院。

本所以『資訊科技教育』和『數位學習』兩個專業領域之研究發展與人才培育為宗旨,課程設計分別針對此兩個專業領域規劃必、選修專業科目,提供學生紮實而嚴謹的學術專業知能及個別化之研究訓練。本所教育目標包括:

1、培育資訊科技教育人才;
2、培育數位學習產業人才;
3、培育資訊科技教育與數位學習研究人才。

本所目前六名專任教師,四位教授,二位副教授,在資訊教育領域均具有豐富之教學與研究經驗且均積極從事研究,每年獲科技部補助研究計畫之平均數量與金額在本校名列前茅。另外,本所教師積極參與國內重大資訊教育政策及課程綱要之制定,積極推動國內資訊教育之發展。
 

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    引導合作學習對於國小學童學習Logo程式設計之影響
    (2007) 李畇龍
    本研究將合作學習運用在國小學童的Logo程式設計教學中,並探討何種合作學習方式較能有效促進學習效果。本研究分兩階段實施。第一階段的研究目的在於檢驗非引導合作學習能否提升學習效果。研究者以一班國小六年級學童為合作學習組,另一班為個別學習組,進行十四週的程式設計教學。實驗結果顯示兩組學生在成就測驗的表現並無顯著差異。研究者同時由第一階段的實驗中獲得以下結論:若能在學童合作學習的過程中,以適當的方式介入引導,以增加學童在分析、設計、執行、除錯與反思階段之討論與分享,應能有效提升合作學習的效果。因此,研究者在第二階段的研究中,以國小六年級三個班的學童為對象,進行「引導式合作學習」、「非引導式合作學習」與「個別學習」三種學習方式的教學實驗,為期十四週,以探討引導式合作學習能否使學生在成就測驗上有較佳的表現,以及高、中、低程度群中,哪一類學生較能受惠於引導式合作學習。研究結果顯示引導合作有助於學童學習程式設計,而且學習時間越長、內容難度越高影響越顯著;此外,引導合作對高、中、低程度的學童學習程式設計都有顯著影響,對低程度的學童影響尤其顯著。引導合作學習同時使得學童投注較多時間在程式設計歷程的分析、設計與反思階段,並使得學童在合作過程中有意義的對話大量增加。
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    Learning to program in KPL through guided collaboration
    (2009-11-30) Hsiao, Sheng-Che; Lin, Janet Mei-Chuen; Kang, Jiin-Chern
    Sixty-six six graders of two intact classes learned to program in KPL for 18 weeks during the experiment. One class was randomly assigned to the control (i.e., free-collaboration) group and the other to the experimental (i.e., guided-collaboration) group. Students in both groups formed heterogeneous teams of three persons. The guided-collaboration teams were provided with a worksheet for every programming task. The worksheet contained a set of task-specific guiding questions to guide students through the problem-solving process in a systematic and disciplined manner. An analysis of test scores showed that the experimental group significantly outperformed the control group in the achievement tests, suggesting that the guiding questions were useful in enhancing students' comprehension of programming concepts and developing their programming skills. With the help of the guiding questions, students in the experimental group were also more able to conduct meaningful discussions.
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    Use of web-based video CMC in teaching practicum course
    (ACTA Press, 2002-05-20) Lee, Greg C.; Wu, Cheng-Chih
    In this paper, we report on the use of a web-based video CMC system in the teaching practicum course of our computer teacher education program. Thirty-seven students enrolled in the course were required to use the system to complete course related activities. The video enabled CMC system contains all of students’ micro teaching and field-teaching sessions. Re-viewing of self and other’s teaching and discussions are encouraged. Experienced high school teachers were asked to critique and to lead the discussions with the students in the CMC system. Survey results indicate that the web-based video CMC system is an effective tool for facilitating pre service teacher reflecting on their teaching practices.