情境感知式行動戶外生態教學系統建置與應用之研究
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2007
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近年來環境教育愈來愈受到重視，發展環境教育被視為環境問題解決方式之一，尤其生態教育是環境教育的重要環節，其在學校的推展與落實，更是刻不容緩。本研究以戶外生態教學法-流水學習法設計教學活動，並建置一個具有情境感知的行動戶外生態教學系統，運用個人數位助理與全球定位系統，配合戶外教學之時間、季節中變化與動、植物生長等情況，適時規劃並提供學習者當地情境之教學內容，規劃及建置出一個無所不在學習的戶外生態教學參照模式。
本研究採準實驗研究法了解戶外生態教學系統的效果。教學實驗以台北縣八里國小五年級兩班70人為研究對象，一班為實驗組，進行具情境感知式行動戶外生態教學；另一班為對照組，實施傳統戶外生態教學。實驗結束後，利用統計分析探討學習者在生態保育知識與環境行為表現的學習成效是否與傳統戶外生態教學有差異，以及在實驗時觀察學習者行為，於實驗後進行系統滿意度調查。本研究之實驗結果如下：
一、 使用情境感知式行動戶外生態教學系統（實驗組）的學習者在生態保育學習成效上明顯優於以傳統戶外生態教學（對照組）的學習者。
二、 不同環境行為表現的學習者在學習成就上表現情況如下：
（一） 環境行為表現低分群組的實驗組學習者在生態保育測驗表現顯著優於對照組學習者。
（二） 環境行為表現中分群組的實驗組學習者在生態保育測驗表現顯著優於對照組學習者。
（三） 環境行為表現高分群組的實驗組與對照組學習者在生態保育測驗無顯著差異。
三、 在質性觀察方面，在學習過程中，實驗組的學習者在學習專注力的表現上優於對照組的教習者。研究結果發現，無論在知識學習或情意感受上，以情境感知式行動戶外生態教學系統進行戶外生態教學是較優於傳統戶外生態教學方式，也證明無所不在學習在生態教學上的有效性。
The environmental education is more and more important in recent years. The development of environmental education can be treated as the solution of the environment problem. Especially, the ecosystem education is the most important part of environmental education. It is urgent to promote and carry out at school. This research used the method of outdoor ecosystem teaching, called flow learning, to design teaching activities and proposed a system that included context aware and ubiquitous learning factors in outdoor learning. Using personal digital assistant and global positioning system, the proposed system can provide the right learning contents at right place in right time. This thesis does proposed a reference model of outdoor ecosystem teaching in ubiquitous learning environment. The research adopts the quasi experiment design method to analyze the effect of the proposed learning system. We selected two classes of students of Bali elementary school in Taipei County as participants in this study. One class of them were placed in the experimental group using the proposed learning system, and the another class were placed in control group, learning ecosystem using traditional outdoor teaching method. After the experiment, statistical methods were used to verify the effect of the proposed system compared with the traditional teaching method. The behaviors of the learners were also observed during the progression of the experiment. Finally, the system satisfaction was investigated from the students. The study proposed the experiment results as follows: 1. The result of ANCOVA showed that the students’ ecosystem learning effect of the experimental group was significant better than that of the control group. 2. The learning effects of the different representation of environment behavior students were analyzed in the following: (1) The learning effect of the students with lower representation of environment behavior in the experimental group was significant better than that of the control group. (2) The learning effect of the students with middle representation of environment behavior in the experimental group was significant better than that of the control group. (3) There is no significant difference in the experimental group with control group for the higher representation of environment behavior. 3. On the qualitative analysis, we found that the focus of students in the experimental group was better than that of students in the control group. According to the research results, the learning effects in cognitive and affection of the proposed system were better than the traditional teaching method. It means that ubiquitous learning is a useful teaching method for the outdoor ecosystem learning.
The environmental education is more and more important in recent years. The development of environmental education can be treated as the solution of the environment problem. Especially, the ecosystem education is the most important part of environmental education. It is urgent to promote and carry out at school. This research used the method of outdoor ecosystem teaching, called flow learning, to design teaching activities and proposed a system that included context aware and ubiquitous learning factors in outdoor learning. Using personal digital assistant and global positioning system, the proposed system can provide the right learning contents at right place in right time. This thesis does proposed a reference model of outdoor ecosystem teaching in ubiquitous learning environment. The research adopts the quasi experiment design method to analyze the effect of the proposed learning system. We selected two classes of students of Bali elementary school in Taipei County as participants in this study. One class of them were placed in the experimental group using the proposed learning system, and the another class were placed in control group, learning ecosystem using traditional outdoor teaching method. After the experiment, statistical methods were used to verify the effect of the proposed system compared with the traditional teaching method. The behaviors of the learners were also observed during the progression of the experiment. Finally, the system satisfaction was investigated from the students. The study proposed the experiment results as follows: 1. The result of ANCOVA showed that the students’ ecosystem learning effect of the experimental group was significant better than that of the control group. 2. The learning effects of the different representation of environment behavior students were analyzed in the following: (1) The learning effect of the students with lower representation of environment behavior in the experimental group was significant better than that of the control group. (2) The learning effect of the students with middle representation of environment behavior in the experimental group was significant better than that of the control group. (3) There is no significant difference in the experimental group with control group for the higher representation of environment behavior. 3. On the qualitative analysis, we found that the focus of students in the experimental group was better than that of students in the control group. According to the research results, the learning effects in cognitive and affection of the proposed system were better than the traditional teaching method. It means that ubiquitous learning is a useful teaching method for the outdoor ecosystem learning.
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Keywords
無所不在學習, 戶外教學, 情境感知, 流水學習法, Ubiquitous learning, outdoor learning, context aware, flow learning