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Title: 於國小資訊課學習中導入合寫筆記並以提問策略進行檢閱筆記之初探性研究
Preliminary Exploration Study on Applying Collaborative Note-taking and Reviewing with Student-generated Questioning in Primary Computer Science Class
Authors: 邱瓊慧
Chiu, Chiung-Hui
Chen, Cheng-Huan
Keywords: 寫筆記
collaborative note-taking
reviewing strategy
student-generated questioning strategy
Issue Date: 2010
Abstract:   寫筆記活動可以分為兩部分:一是記下筆記的產出過程,另一是複習筆記結果的檢閱過程。本研究旨在探討於國小資訊課學習中導入合寫筆記並以提出問題(含回答)方式進行檢閱筆記之可行性,其中,在產出筆記階段,學生以主題矩陣格式的筆記格式進行筆記產出;在檢閱筆記階段,以提出問題的方式來進行複習;而合作的方式則可以是共同編寫或相互分享。因此,本研究探討的合寫筆記活動包括:共同編寫筆記後共同編寫問題的「共編筆記與問題」寫筆記活動、及相互分享筆記後相互分享問題的「分享筆記與問題」寫筆記活動。此外,本研究為瞭解共編問題與分享問題的成效,將分別與自行閱讀的檢閱方式做比較。本研究由臺南縣某國小六年級八個班共 222 位學生參與,以班級為單位隨機分派為「共編筆記與問題」組、「共編筆記與閱讀」組、「分享筆記與問題」組、和「分享筆記與閱讀」組。研究發現,學生參與以編寫問題進行複習的合寫筆記活動時,以共編方式產出的主題矩陣格式筆記將較以分享方式產出的筆記能記下更多的課堂資訊。此外,利用分享問題方式來複習筆記摘錄的課堂內容,相較於利用共編問題方式來複習筆記,能對問題的回答更加完整且深入;同時,對於分享問題方式的回答愈完整且深入,學生的立即與保留學習成就也愈高。
  Note-taking activity has two processes. One is the producing process when writing down the notes, and the other is the reviewing process when revising the notes. This study aims to investigate the feasibility of introducing collaborative note-taking, and then reviewing the notes with the student-generated questioning (including answering) in a primary computer science course. In the producing process, students used the matrix form to take notes; in the reviewing process, students used student-generated questioning strategy to review notes. The form of collaborative note-taking was either collaborative writing or mutual sharing. Therefore, the collaborative note-taking activity in this study included the note-taking activity of “co-editing notes then co-editing questions,” and “sharing notes then sharing questions.” In addition, to find out the effect of co-editing questions and sharing questions, this study compares both separately with independent review of reading notes. Total of 222 sixth graders, who came from eight classes of an elementary school in Tainan County, participated in this study and were randomly assigned to (a) “co-editing notes then co-editing questions” group, (b) “co-editing notes then reading notes” group, (c) “sharing notes then sharing questions” group, and (d) “sharing notes then reading notes” group. This study found that the way of co-editing matrix notes could take down more curricular information than the way of sharing notes when students participate in reviewing notes with student-generated questioning. Furthermore, those who share questions to review notes answer questions more completely and deeply than those who co-edit questions. Besides, among the sharing notes then sharing questions group, who answers questions more completely and deeply, would get higher learning achievement.
Other Identifiers: GN0696080345
Appears in Collections:學位論文

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