不同認知風格學生在資訊課中透過網路進行共編筆記活動其學習成效之研究

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2011

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本研究探討不同認知風格學生在資訊課中透過Google文件進行共編筆記活動其學習成效的異同。本研究邀請台南縣某國小兩個班級,每班皆為34人,共68名學生參與。本研究以認知風格明顯的學生為研究對象,其中有30位偏向場地依賴型學習者及22位偏向場地獨立型學習者。兩個班級的學生分別參與兩人一組的共編筆記活動。研究發現,場地獨立型學習者單元成就測驗表現比場地依賴型學習者好;在實驗教學活動結束的兩週後進行的綜合成就測驗中,場地獨立型學生和場地依賴型學生間並沒有顯著差異;不過,場地依賴型學習者在經歷共編筆記活動後,其對資訊課的學習態度較場地獨立型學習者更好。另外,本研究也發現,小組認知風格的組成,對其共編產出筆記的品質沒有明顯的影響。
This study aimed to investigate the differences and similarities of learning performance between students with different cognitive styles during co-editing notes using Google Docs in the computer science class. This study invited two sixth-grade classes in Tainan, each class had 34 students, total were 68 students. The subjects in this study were students who had obvious cognitive style. There were 30 students who trended to field dependent style and 22 students who trended to field independent style were subjects discussed. The result discovered that field independent students’ achievements significantly were better than field dependent students in the post-unit exams. There was no significant difference between field independent students and field dependent students in comprehensive exam that administered in two weeks later after all units finished. However, field dependent students had better learning attitude toward computer science classes than field independent students. In addition, the various combination of group members with cognitive styles had no significant effect on their quality of notes.

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認知風格, 場地獨立, 場地依賴, 共編筆記, cognitive style, field independence, field dependence, co-editing note

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