任務鷹架策略在網路主題探究學習之影響

Abstract

本研究旨在探討任務鷹架策略與社會領域先備知識對學習者在WebQuest網路主題探索課程之學習成效與學習態度的影響。教學內容為日治時期的經濟建設造成的影響，研究樣本為65位臺北市某國小五年級的學童。 研究變項包含鷹架類型、社會領域先備知識，其中鷹架類型分為「概念鷹架」與「後設認知鷹架」，社會領域先備知識分為「高先備知識」與「低先備知識」，分別對其學習成效及學習態度進行分析，探討各實驗組是否有顯著差異。學習成效以學習者在「創意成效」、「內容表現成效」與「內容組織成效」之成績作為評量依據。學習態度是以「學習動機」、「學習學習支持度」及「學習滿意度」三部分來瞭解學習者對於課程的看法。 研究結果發現：（1）概念鷹架策略學習組在WebQuest網路主題探索課程中的整體學習成效、內容表現成效、內容組織成效明顯比後設認知鷹架策略學習組佳；（2）鷹架策略對WebQuest網路主題探索課程中的創意成效表現上沒有顯著差異；（3）高先備知識學習組在WebQuest網路主題探索課程中的整體學習成效、內容表現成效明顯比低先備知識學習組佳；（4）先備知識的不同，對WebQuest網路主題探索課程中的創意成效與內容組織成效表現上沒有差異。（5）鷹架策略的不同，對學習者在整體學習態度、學習動機、學習支持度與學習滿意度上皆沒有顯著的差異。（6）先備知識的不同，對學習者在整體學習態度、學習動機、學習支持度與學習滿意度上皆沒有顯著的差異。（7）不論是概念鷹架策略學習組或後設認知鷹架策略學習組的學習者對WebQuest網路主題探索課程均持正向肯定的態度。

The purpose of this study was to investigate how the task scaffolding strategy and prior knowledge in social studies will affect students’ WebQuest performance and attitudes. Participants were 65 5th-graders in Taipei city. The learning content was the economic development in Taiwan during Japanese colony. Independent variables were type of scaffolding and prior knowledge in social studies. The types of task scaffolding consisted of the concept scaffolding and the metacognitive scaffolding. Participants’ prior knowledge in social studies were categorized into the high prior knowledge group and the low prior knowledge group. Participants’ learning performance was measured from aspects of originality, content presentation and organization of their WebQuest project. Participants’ attitudes toward WebQuest were examined in terms of learning motivation, helpfulness and satisfaction. The results showed that (a) the concept scaffolding group outperformed the metacognitive scaffolding group on overall performance, content presentation performance and organization performance in WebQuest project; (b) both scaffolding groups performed equally on originality performance in WebQuest project; (c) the high prior knowledge learners outperformed their counterparts on overall performance and content presentation performance; (d) the levels of prior knowledge did not affect participants’ originality performance and organization performance in the project; (e) all students revealed positive attitudes toward WebQuest learning activity; and finally (f) both type of scaffolding strategy and level of prior knowledge didn’t affect participants’ attitudes as measured in aspects of learning motivation, helpfulness and satisfaction.