應用鷹架理論輔助地理科網路合作學習-以高中地理實察為例
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2007
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網路合作學習是教育的新趨勢，可培養學生運用資訊通訊科技建立與人溝通分享的能力。就地理教育而言，利用網際網路進行跨地域研究成果的分享與討論，可使學生增廣見聞，瞭解到區域的多樣性與差異性。但觀看台灣的地理教育，較缺乏以地理教育為主的跨校網路合作學習研究個案，加上網路合作學習若沒有經過適當的引導，難以達成學習成效。因此，本研究欲以地理實察為例，建立一套應用「鷹架」作為引導策略的跨校網路合作學習教學模組，並邀請兩所高中來合作，以實驗研究來證實以鷹架輔助的跨校網路合作學習是否能達到預定的教學目標。研究結果發現，以鷹架輔助的網路合作學習能使學生發揮良好的學習成效，有效激發學生的學習興趣，學生表示透過跨校網路合作學習，以角色扮演的方式與校際小組合作規劃地理實察路線，能對地理實察有更深入的認識，且喜歡以這種方式來瞭解其他區域並瞭解到合作學習的重要性。
The new trend in education is network supported cooperative learning. Students can learn how to communication using electronic methods through online collaboration. Speaking of geography education, the use of Internet for research results sharing and discussion, will enable students to broaden their horizon, understand the diversity and regional differences. In Taiwan, because of the lack of case study that learn geography by collaborating electronically in multi-schools teams, in addition, the network cooperative learning needs the suitable guidance to be able to achieve the study effects, this research aims to provide the instructional module of fieldwork with scaffolding applied for directing online cooperative learning. The module was tested among two senior high school and testified whether the expected learning objectives can be achieved. The results shows the strategy, network supported cooperative learning with scaffolding assisted, has developed sound learning outcomes and inspirited learners’ learning interests effectively. Students indicated that they like learning how to plan fieldwork routes and know other areas by role-playing together with different schoos learners by collaborating electronically. Besides, this learning way didn’t only strengthen students’ understanding in fieldwork concepts but also realized the importance of cooperative learning.
The new trend in education is network supported cooperative learning. Students can learn how to communication using electronic methods through online collaboration. Speaking of geography education, the use of Internet for research results sharing and discussion, will enable students to broaden their horizon, understand the diversity and regional differences. In Taiwan, because of the lack of case study that learn geography by collaborating electronically in multi-schools teams, in addition, the network cooperative learning needs the suitable guidance to be able to achieve the study effects, this research aims to provide the instructional module of fieldwork with scaffolding applied for directing online cooperative learning. The module was tested among two senior high school and testified whether the expected learning objectives can be achieved. The results shows the strategy, network supported cooperative learning with scaffolding assisted, has developed sound learning outcomes and inspirited learners’ learning interests effectively. Students indicated that they like learning how to plan fieldwork routes and know other areas by role-playing together with different schoos learners by collaborating electronically. Besides, this learning way didn’t only strengthen students’ understanding in fieldwork concepts but also realized the importance of cooperative learning.
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網路合作學習, 地理實察, 鷹架, Network Supported Cooperative Learning, Fieldwork, Scaffolding