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|Other Titles:||Using WebQuest as a Creative Educational Tool with College Business Students|
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|Abstract:||網頁主題探究學習（WebQuest）在國內主要用於國中小學進行各項教學實驗，較少在大專院校實施，由於WebQuest 教學能利用不斷成長的網路資源且採用合作學習，被認為有助於提升創造力，本研究利用文化創意個案「台灣故事館」的經營難題，以WebQuest 教學概念設計教案於大專院校創造力課程中實施，研究者使用自編WebQuest 教學成效量表於完成教學後施測，共有54 名醒吾技術學院同學填寫WebQuest 教學成效量表，經探索式因素分析後得到四個因素：「小組合作」、「產生創意」、「獨立思考」、「提高解決問題的能力」，累積解釋變異量為61%，四個因素 均與同學的整體學習態度有顯著相關。在量表得分較高的小組其任務表現的創意層面也獲得創造力教育專家的最佳評價。|
WebQuest (http://webquest.org/) has been used as an inquiry-based learning and creative teaching strategy in primary and junior high schools in Taiwan, but it is rarely used in college of business. The researchers took some critical business issues from case study of Taiwan StoryLand (http://www.taiwanstoryland.com.tw/) and provided some relevant websites as WebQuest learning tasks for college students. All of the students had to use teamwork to come up with creative solutions to the very real problems and challenges of Taiwan StoryLand. Principal component analysis (PCA) was employed to analyze the impact of WebQuest learning activities on students’ learning behavior and cognitive change. The results show that there was a total variance of 61% between and among the four common factors of "team integration", "idea generation", "independent thinking" and "prompt problem-solving". Researchers have affirmed the criteria validity of the four common factors, which had a significant degree of correlation with total learning attitude. Finally, the author recommends further research questions to explore more the effects of WebQuest and creativity education.
|Appears in Collections:||師大學報|
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