科技學習網之建置與應用

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2002

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Abstract

本研究針對國中生建置一個融合MST及問題解決之科技學習網站,由專家及學習者共同評估本研究網站是否有助於國中生科技的學習,並從實施網路學習的過程中了解學習者在網站中的學習情形。研究進行可分為兩個階段,第一階段在於網站製作,經過資料蒐集、設計及製作三個過程完成網站製作,並透過專家的評估及建議進行網站內容的修改;第二階段則以台北市某國中三年級四十六位學生做為研究對象,實施網路學習,並利用直接觀察、訪談、問卷調查等方法,來蒐集學習過程中之各項相關資料。將資料經過整理、編碼、統計等方法分析後得到下列四點研究結論: 1.本研究以問題解決為導向、MST為課程內容架構,成功的建置一個科技學習的參考網站。 2.本研究所建置的學習網站有助於國中生科技的學習,但其適切性則受學習者個人程度及學習方式影響。 3.學生在本網站學習方式可分為自我導向、測驗導向、毫無方向三種。 4.影響國中生在本網站學習的因素共有(1)先前的學習經驗、(2)所運用的媒體、(3)內容深度、(4)教師的督促、(5)學生對該學習內容的認定、(6)網路環境、(7)學習者間的互動 等七項。
The purposes of this study were to construct a technology learning website blending with MST and problem-solving for junior high school students. The content and structure of website were assessed by professionals and learners to examine if that help junior high school students learning technology. Forty-six junior high school students were invited to join the study and help the researcher to collection data of their reflection of learning on the website developed. Learning feedback was collected by observing students’ learning on the website and by questionnaire survey. The data of online learning process was collected by observation, interview and investigated questionnaires constructed by the researcher. After data organized, ordered and analyses, the conclusions reached were as follows: 1.A technology learning website blending with MST and problem-solving was successfully constructed. 2.The website could help junior high school students to learn about technology, but its effect will differ by students’ background and learning style. 3.Students’ learning on the website could be generalized into three styles: self-direction, test-direction and non-direction. 4.There were seven factors relevant to students’ learning on the website: (1) previous learning experiences; (2) the media used; (3) level of content; (4) teacher guidance; (5) students’ attitude toward the subject; (6) net environment; and (7) interaction among students.

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科技教育, 問題解決, MST, 網路學習, technology education, problem-solving, MST, web-based learning

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