不同認知偏好學生在異質性小組中的互動特徵及角色扮演－以生態桌遊課程為例
No Thumbnail Available
Date
2017
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
本研究旨在探討，由不同認知偏好所組成之合作學習小組，於「生態桌遊」課程中的學習表現，並進一步分析小組參與活動時之互動歷程與特徵，及不同認知偏好學生在小組中的角色扮演，最後，再針對小組成員對於活動教學設計的看法做評析。本研究之教學活動為透過團隊合作所進行之遊戲合作學習。量性的研究工具包含「認知偏好問卷」、「植物相關概念」前後測問卷、「植物生活面面觀」小組學習單；質性資料為小組的影音檔；及質量資料兼具的「對遊戲合作學習看法」問卷。量性資料的資料分析方法，採用Excel及研究者團隊之評分標準進行計算；質性資料的部份則採用紮根理論（Grounded theory）的方式進行編碼，並將觀察到的現象統整、歸納。研究對象為新北市某國中七年級新生16位，並針對具有完整資料紀錄之個案小組，共四組，做進一步分析。根據本研究之資料分析結果，得到以下結論：
一、「生態桌遊」教學活動中，以具有明顯「有效合作學習」特質之小組，及「原理原則」偏好(P偏好)的學生，有較佳的學習表現。
二、個案小組之「生態桌遊」互動歷程，會經歷「摸索期」、「知識交流期」及「快速闖關期」三個階段。
三、不同認知偏好學生參與「生態桌遊」活動中，「批判質疑」偏好(Q偏好)的學生有扮演帶領者及答案尋找者的傾向；「事實資訊或回憶」偏好(R偏好)的學生則大多扮演配合者及觀看者的傾向。
四、大多數學生對於「遊戲合作學習」的教學方式持有正向態度。
The purpose of this study was to investigate the learning performance, group interative process, the roles of students with different cognitive preference in heterogeneous group while they learned through an “ecology table game”, and the students’ perception of this game-based cooperative learning activity. The participants were four groups of freshmen (N = 16) in junior high school at the New Taipei City. Data sources include students’ pre- and post- measures frrom “the Biological Cognitive Preference Questionnaire” and “the Concepts of Plants”, students’ artefacts, transcripts of videotapes of target groups, and students’ responses of their perceptions about the game-based cooperative learning. According to the results of quantitative and qualitative data analysis, we concluded: 1.In playing the ecological table game, the groups, which had effective cooperative learning features, and students with “Principles” (P) cognitive preference, had better learning performance. 2.Analyzing the interactive process of groups, three stages were inducted, which were “Confusion”, “Knowledge Exchange”, and “Rapid Checkpoints”. 3.Students with “Questioning”(Q) cognitive peference tended to take the roles as play “leader” and “answer finder” in the ecological table game. Furthermore, students with cognitive preference “Factual Information or Recall”(R) tended to play “coupler” and “observer”. 4.Most students hold positive attitudes toward the game-based cooperative learning activity.
The purpose of this study was to investigate the learning performance, group interative process, the roles of students with different cognitive preference in heterogeneous group while they learned through an “ecology table game”, and the students’ perception of this game-based cooperative learning activity. The participants were four groups of freshmen (N = 16) in junior high school at the New Taipei City. Data sources include students’ pre- and post- measures frrom “the Biological Cognitive Preference Questionnaire” and “the Concepts of Plants”, students’ artefacts, transcripts of videotapes of target groups, and students’ responses of their perceptions about the game-based cooperative learning. According to the results of quantitative and qualitative data analysis, we concluded: 1.In playing the ecological table game, the groups, which had effective cooperative learning features, and students with “Principles” (P) cognitive preference, had better learning performance. 2.Analyzing the interactive process of groups, three stages were inducted, which were “Confusion”, “Knowledge Exchange”, and “Rapid Checkpoints”. 3.Students with “Questioning”(Q) cognitive peference tended to take the roles as play “leader” and “answer finder” in the ecological table game. Furthermore, students with cognitive preference “Factual Information or Recall”(R) tended to play “coupler” and “observer”. 4.Most students hold positive attitudes toward the game-based cooperative learning activity.
Description
Keywords
小組內互動, 認知偏好, 異質小組, 遊戲合作學習, Within group interaction, Cognitive preference, Heterogeneous group, Game-based cooperative learning