以線上文書處理平台支援合寫與複習筆記於國小資訊課堂對筆記完整性、學習成就與學習態度之影響

Abstract

本研究旨在探討國小學童於資訊課堂中使用線上文書處理平台進行合寫筆記與複習筆記活動的學習效用，並比較不同的合寫筆記策略和不同的複習筆記策略對於學童的筆記完整度、學習成就與學習態度的影響。在資訊課堂中，以兩人一組且一人一機，同組組員可互相討論的方式進行合作學習。合寫筆記策略包含分享式與共編式，複習筆記策略包含摘要式與提問式，為了逐步分析，本研究共分為三個方案，採用Google Docs線上平台進行實驗與分析，由台南市某所國小六年級的學童參與。方案（一）為檢驗導入合寫筆記策略與個別寫筆記的學習效用與差異，參與者共有三個班級，其中一班為個別式組，一班為分享式組，一班為共編式組，分別有33、35和34位學生。方案（二）為檢驗在分享式合寫與複習筆記情境中，導入不同的複習策略與閱讀式複習的學習效用與差異，參與者共有三個班級，其中一班為閱讀組，一班為摘要組，一班為提問組，分別有35、33和33位學生。方案（三）為檢驗在共編式合寫與複習筆記情境中，導入不同的複習策略與閱讀式複習的學習效用與差異，參與者共有三個班級，其中一班為閱讀組，一班為摘要組，一班為提問組，分別有34、34和33位學生。研究結果顯示，共編式合寫筆記在筆記完整度和學習成就方面皆比分享式合寫筆記有顯著效果，在學習態度上則顯著低於個別式組與分享式組。在分享式合寫與複習筆記情境中，研究結果支持以編寫摘要或提問回答方式進行複習的學習成就；而在共編式合寫與複習筆記情境中，以編寫摘要或提問回答方式進行複習卻未得到顯著有效的學習表現，但摘要組可以保持著正向的學習態度。This research was to investigate the effects of integrating online word processor technology into collaborative note-taking and note-reviewing particularly for the elementary Information Technology classes. Collaborative note-taking approaches could be individual-, sharing-, and coediting-based. Collaborative note-reviewing approaches could be reading, summarizing, and questioning. This study was divided into three cases. Case 1 was to examine whether applying collaborative note-taking enhanced students' note completeness, learning achievement, and learning attitude. Case 2 and case 3 were to examine whether applying collaborative note-reviewing respectively in sharing-based condition and in coediting-based condition enhanced students' note completeness, learning achievement, and learning attitude. Three quasi-experiments were executed to find the results of these cases. The participants were sixth-grade Taiwanese elementary students. Google Docs was used for note-taking to implement sharing-based and coediting-based conditions. In case 1, one class (33 students) was assigned to individual-based note-taking group, one class (35 students) was assigned to sharing-based group, and one class (34 students) was assigned to coediting-based group. In case 2, with regard to the sharing-based condition, one class (35 students) was assigned to reading for note-reviewing group, one class (33 students) was assigned to summarizing group, and one class (33 students) was assigned to questioning group. In case 3, with regard to the coediting-based condition, one class (34 students) was assigned to reading for note-reviewing group, one class (34 students) was assigned to summarizing group, and one class (33 students) was assigned to questioning group. Students in the collaborative conditions such as sharing-based and coediting-based conditions were arranged into same-gender teams. The results revealed that coediting-based note-taking students performed better note completeness and achievement than sharing-based students, but their learning attitude was less than individual- and sharing-based students in case 1. With regard to sharing-based conditionin case 2, summarizing and questioning note-reviewing strategies were both effective in learning achievement. However, with regard to coediting-based condition in case 3, summarizing and questioning note-reviewing strategies were both ineffective in note completeness and learning achievement, but summarizing strategy kept students' attitude positive.