整合提問與引導鷹架之網路模擬與社交環境對合作問題解決表現之影響

Abstract

由於全球化及知識經濟時代的來臨，各大專校院均以培育學生擁有各領域之專業知識與創新能力為首要課題，培養學生具有實務操作的能力更是促進國家產業競爭力的重要關鍵，在網際網路概念與障礙排除的教學領域亦然。本研究發展與整合一個鷹架式心智工具，包含網路模擬學習工具（Cisco Packet Tracer）、社交網路線上討論環境（Facebook）、研究者自行開發之鷹架式教學系統與CPS歷程資料庫。並使用合作式問題解決教學策略以進行網際網路概念與障礙排除的學習活動以探討學生的知識類別與認知歷程行為模式。

本研究共有94位參與者，研究中將其分為「傳統學習單組」與「鷹架工具組」以進行學習活動。研究結果顯示，使用鷹架工具的學習者之學習成效顯著優於使用傳統學習的學習者，並且鷹架工具組的學習者之知識類別較為多元，亦具備高層次的「評鑑」與「創造」知識類別。在認知歷程方面，鷹架工具組的學習者有較多的知識類別轉換，顯示學習者經由此學習活動達到知識類別轉移與深化的效果，對學習有正向幫助。本研究的教學平台、教學活動與研究結果希望能給相關領域的教師做為參考，協助學生進行此知識領域的學習。Due to globalization and the coming of knowledge economy era, cultivating students have professional knowledge and creativity is the primary issue. Moreover, cultivating students have practical operating abilities can enhance national industrial competitiveness. The same situation in the networking conception and troubleshooting skills teaching environment.

In order to explore students’ knowledge categories and cognitive process behavior patterns, researcher develops and integrates a scaffolding mind tool which including Cisco Packet Tracer, Facebook, self- development question-posing and the scaffolding-guidance teaching system and learning process database in this study; meanwhile, researcher uses Cooperative Problem Solving teaching strategy to teach computer networking conception and troubleshooting skills.

Recruited in the studies were 94 learners. Forty-five learners were assigned to form a traditional worksheet group. The other 49 learners were assigned to the scaffolding tool group. The learning achievements of scaffolding tool used group learners were significantly superior to those of the traditional worksheet group learners. Moreover, the knowledge categories which provided by the scaffolding tool used group learners were more pluralistic and with high-level “evaluate” and “create” knowledge categories. In terms of cognitive process, the scaffolding tool used group has more conversion in knowledge categories which indicated through the instruction the learners can achieve transformation and deepening in knowledge categories that have positive effect on learning.

According to this result, we propose further the relative advice based on the goal and consequence of this research, hoping this question-posing and the scaffolding-guidance system and Cooperative Problem Solving teaching strategy can help students to learn in-depth computer networking knowledge and develop their troubleshooting skills.