專題導向式學習於智慧教室之研究

Abstract

將資訊科技融入教學，為政府、教育相關機構以及許多專家學者大力提倡的議題。在各種資訊科技設備的搭配下，逐漸形成「智慧教室」。而專題導向式學習已被證實可提升學習者的高層次能力，且廣泛應用於中小學部分的課程當中。為了提昇學習者的高層次能力，透過相關計畫，已於部分學校建置智慧教室，並搭配專題導向式學習策略於課堂當中。本研究將專題導向式學習融入智慧教室的自然與生活科技領域教學當中，以探討學生在傳統教室與智慧教室之間，學習成效以及應用層次能力提升的差異。本研究採取準實驗設計，以37名小學六年級學童為研究對象，研究結果顯示於智慧教室所進行之自然與生活科技專題導向式學習，能夠提升學生自然與生活科技學習成效與應用層次能力。學生對於這種類型的教學亦有相當高的滿意度。

Integrating information technology into classroom is the significant issue which strongly advocated by the government, education-related institutions, and many experts. Under the combination of various information technology equipments, the “smart class room” is gradually formed. The project-based learning has been proved for enhancing learners’ high-level abilities and is widely used by primary and secondary school in parts of curriculums. In order to enhance learners’ high-level abilities, the smart classroom has been already built in some schools and the project-based learning strategies also have been applied in the courses via relevant plans. The study aims to integrate the project-based learning into the field of science learning in smart classroom and to explore the differences of leaning performance, application-level abilities and student reactions between traditional and smart classrooms. In this study, the quasi-experimental design is used and 37 elementary school students are included as the research target. The results revealed that the integrated collaborative learning strategy in smart classroom can raise the application-level learning effect and make students satisfied.