行動化Jigsaw合作學習—學生學習成效與互動行為分析
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2007
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本研究旨在探討行動載具支援的Jigsaw合作學習情境對學生學習成效和互動行為的影響。研究採準實驗研究法，比較使用和不使用PDA進行Jigsaw合作學習的學生，其學習成就、對學習活動看法、以及互動行為的差異。研究參與者為某國立護理專科學校四年級修習「精神科護理」的四個班級的學生，其中兩班學生使用PDA進行Jigsaw合作學習（PDA組）；兩班學生以傳統方式進行Jigsaw合作學習，並不使用PDA（非PDA組）。研究結果發現：（1）PDA組學生的學習成就優於非PDA組的學生；（2）PDA組的學生對學習活動的看法較非PDA組正向；（3）學生互動行為方面，PDA組學生有比較多有益於學習的認知對話行為，在調節及情意對話行為也顯著的比非PDA組多。建議未來實施可以使用軟體來管理PDA，並尋求支援資訊交換與展示的軟體，使Jigsaw的實施更為順暢；未來研究可以其他方法進行長期的觀察，分析學生同儕互動中知識建構歷程之進展。此外，本研究也提出有效整合PDA於Jigsaw合作學習的模式，以為後續研究應用之參考。
This study investigated the effects of using PDA in a Jigsaw cooeperative learning environment upon students’ performance and interactive behaviors. A quasi-experimental research design was conducted to examine the effects. Four intact classes of fourth-year students from a five-year junior nursing college participated in the experiment. Two classes of students who used PDA in Jigsaw cooperative learning served as the experimental group (PDA group), while the other two classes of students served as the control group (non-PDA group), which was exposed to the same learning activities as the experimental group, without the aid of PDA. The findings of this study were: (1)The PDA group had higer achievements than the non-PDA group. (2) The PDA group demonstrated more positive perceptions of cooperative learning. (3) The PDA group had more cognitive interactions beneficial for learning. And regulative activities and affective utterances also occurred more often in the PDA group. To improve the implementation of using PDA in support of Jigsaw cooperating learning, it is suggested that using software to manage students’ PDAs and support information exchange and demonstration during student interaction. And future study may be conducted to examine students’ interactive progress toward knowledge construction by long-term observation and analysis. On the basis of the findings, a model of successfully incorporating PDA into Jigsaw cooperating learning is also proposed.
This study investigated the effects of using PDA in a Jigsaw cooeperative learning environment upon students’ performance and interactive behaviors. A quasi-experimental research design was conducted to examine the effects. Four intact classes of fourth-year students from a five-year junior nursing college participated in the experiment. Two classes of students who used PDA in Jigsaw cooperative learning served as the experimental group (PDA group), while the other two classes of students served as the control group (non-PDA group), which was exposed to the same learning activities as the experimental group, without the aid of PDA. The findings of this study were: (1)The PDA group had higer achievements than the non-PDA group. (2) The PDA group demonstrated more positive perceptions of cooperative learning. (3) The PDA group had more cognitive interactions beneficial for learning. And regulative activities and affective utterances also occurred more often in the PDA group. To improve the implementation of using PDA in support of Jigsaw cooperating learning, it is suggested that using software to manage students’ PDAs and support information exchange and demonstration during student interaction. And future study may be conducted to examine students’ interactive progress toward knowledge construction by long-term observation and analysis. On the basis of the findings, a model of successfully incorporating PDA into Jigsaw cooperating learning is also proposed.
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個人數位助理, 拼圖式合作學習, 互動行為, PDA, Jigsaw cooperative learning, interactive behaviors