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Title: 探討內嵌多層次評量的科技導入探究式學習環境之影 響面向
Exploring the Factors Influencing Multilevel-Assessment-Embedded and Technology-Infused Inquiry Learning Environments
Authors: 國立臺灣師範大學科學教育研究所
Issue Date: 31-Jul-2015
Publisher: 行政院國家科學委員會
Abstract: 本整合型計畫為了能夠以評量來回饋教學設計和達成課程綱要的能力指標的程度,試圖內嵌多層次多面向線上評量於科技導入探究式學習環境來提昇學生科學探究能力和學科知識。將針對學習目標來形塑高品質的探究式學習環境,從課程內容、教學策略、學習活動、評量方式和科技使用等方面考慮如何輔助學生進行科學探究。總計劃乃針對研究進程與教師培訓進行規劃,協調三個子計畫的產出和相互間的合作關係。子計畫一著重於探究教學模組的設計、子計畫二著重於評量的研發、子計畫三致力於建置網路平台來管理和記錄探究式合作學習的歷程。本整合型計畫為期兩年八個月,前八個以發展教學模組、教師培訓模組、評量工具和網路平台為主,第二年以教師培訓和教學實驗為主,第三年以大規模教師培訓和推廣為主。為能探討影響教師實施內嵌多層次評量於科技導入探究式教學的因素,總計畫發展兩項問卷調查「教師科學知識論」和 「教師對探究式教學與評量研習的滿意度」,並晤談合作教師採行探究教學模組與評量的困難所在,據此提出未來教師培訓與教學模組推廣的具體建議。子計畫一針對九年一貫課綱中國中九年級地球科學的4單元:氣象觀測(4節)、板塊學說(4節)、四季(4節)和潮汐(4節)的內容,搭配實驗能力和解釋能力兩項來設計探究教學模組,將透過分析立即性評量(學習單的填答情形)來回饋教學模組的調整和修改,以及探討教學模組如何協助學生發展多面向的科學知能(知識、探究能力和科學知識觀)。子計畫二針對不同的教學模組,發展多層次多面向的評量,分析並比較學生在不同層次、不同單元的評量表現情形,以及探討影響學生在不同層次、不同單元的評量表現之可能因素。子計畫三發展「具支援多層次評量之網路探究式學習系統」平台,輔助學習者透過網路進行科學探究學習,利用基因演算法(genetic algorithm)發展基於同時考量科學探究能力、社會網路互動、學習角色互補與衝突之最佳化網路探究式合作學習分組策略,以支援提升網路探究合作學習成效,第三年將嘗試延伸發展為可支援行動網路探究學習之平台,以雲端架構實現可同時提供桌上型電腦網頁介面與行動裝置App介面之高運算效能同步學習服務。本整合型計畫成果可提供與課室教學密切連結的有效資訊,以作為評估教育改革成效的參考。
This integrated project intends to enhance students' scientific inquiry ability and content knowledge through designing and implementing multilevel‐assessment‐embedded and technology‐infused inquiry learning environments, with purposes to evaluate instructional designs and meet the competence indicators of Grade 1-9 curriculum. In order to assist students to conduct scientific inquiry, the inquiry learning environments will be designed with efforts on curriculum content, teaching strategies, learning activities, assessments, and technology. In terms of the project structure, the main project will not only manage the overall research progress planning and professional development, but also coordinate three subordinate projects. Sub-Project 1 and Sub-Project 2 are responsible for the design of inquiry teaching modules and the design of assessments respectively, which are going to be embedded in the online platform that Sub-Project 3 works for keeping track of students' cooperative learning. Within a duration of two years and eight months, the integrated project is going to develop teaching modules, professional development modules, assessment tools, and online platform in first eight months. Teacher training and teaching experiments will be the focuses in Year 2, with a large-scale professional developments and module promotions in Year 3. In order to figure out the factors which influence teachers to implement the multilevel assessments in technology-infused inquiry learning environments, the main project plans to develop two surveys for investigating teachers' scientific epistemology and teachers' satisfaction toward workshops of inquiry instruction and inquiry assessments. Constructive comments for better serving future professional developments and teaching modules will be offered, based on the difficulties identified from the interviews that engage teachers who experience the implementation of inquiry teaching modules and assessments. InSub- Project 1, teaching modules will be developed on the 4 units in earth science textbooks that grade 9 students use (4 hours for each unit of weather forecast, plate tectonics, seasons, and tides) with instructions for enhancing students' experimentation and explanation abilities. Modules will be modified consistently with students' responses to the worksheets, following with discussions on how teaching modules assist students to develop multi-facets in science learning (knowledge, inquiry ability, and scientific epistemology). In Sub-Project 2, multilevel-multifaceted assessments will be designed for analyzing and revealing students' performances for different modules, following with discussions on factors which influence students' multilevel and multifaceted performances. Project 3 will develop a platform called "multilevel-multifaceted assessments embedded in inquiry-based learning environments" in order to assist learners' scientific inquiry learning through Internet. Within the environment, Sub-Project 3 will also use genetic algorithm to develop optimal online cooperative inquiry learning strategies by considering students' scientific inquiry ability, social networking interaction, as well as conflict and ambiguity of learning roles. In Year 3, an online platform which assist mobile inquiry learning will be developed for realizing synchronous learning by providing access to the webpage interface either from desk-top computers or App in high-speed calculation methods. The products and results of this integrated project is believed not only to offer beneficial information for classrooms but also as can be referred for future educational reforms.
Other Identifiers: ntnulib_tp_C0702_04_030
Appears in Collections:教師著作

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