Please use this identifier to cite or link to this item: https://ah.nccu.edu.tw/handle/140.119/49786


Title: 電腦支援合作學習與知識翻新對師培生數學信念與數學教學實踐之影響
Effects of computer-supported collaborative learning and knowledge building on preservice teachers’ mathematical beliefs and teaching practice
Authors: 張喻涵
Chang, Yh Han
Contributors: 洪煌堯
Hong, Huang Yao
張喻涵
Chang, Yh Han
Keywords: 師培生
知識翻新
電腦支援協作學習
數學信念
preservice teachers
knowledge building
CSCL
mathematical beliefs
Date: 2009
Issue Date: 2010-12-09 09:25:18 (UTC+8)
Abstract: 數學能力向來被視為解決問題能力的重要基礎。隨著知識經濟時代的來臨,數學愈加受到重視,數學教師的教學效能亦面臨新的挑戰。為了協助師培生發展更具創意與多元的教學方式,本研究在中學數學科教材教法之課堂中,提供學生以知識翻新(knowledge-building)(Scardamalia, 2002) 教育理念為核心的課程設計,並使用知識論壇(Knowledge Forum™)數位學習平台作為本課程的線上輔助學習環境。研究主要目的在利用教室中與論壇上的知識翻新活動以提昇師培生對數學相關信念之反思與瞭解。研究對象為9位師培生。本研究透過混合研究設計以蒐集資料,資料來源包括:(1)整學期師培生在「知識論壇」平台上之討論與貼文;(2)期初與期末的數學信念開放式問卷;與(3)師培生的試教。資料分析方式如下:(1)平台上的貼文主要使用知識論壇分析工具(Analytic Toolkit for Forum)探討師培生在平台上的互動與知識翻新歷程;(2)數學信念開放式問卷主要以兩種觀點進行內容分析並交叉檢證;與(3)試教過程(錄影檔)以開放式問卷所產生之編碼進行影片內容的分析。
研究結果發現:(1)以知識翻新理論為原則之課程設計有助於師培生發展更建構取向之數學信念;(2)使用知識論壇平台有助於師培生分享知識與自我反思;(3)數學信念與教學實踐呈現相互影響的關係;以及(4)透過知識翻新的課程設計,師培生逐漸理解多元與彈性的教學對學生學習的重要性。本研究根據研究結果提出以下幾點建議以供未來師培教育之參考:(1)數學師資培育必須將專業學術知識的學習與成熟信念的養成作更密切的銜接;(2)師培機構進行課程設計時,應提供更多元開放的教學方式來幫助師培生學習;(3)師培教育應鼓勵師培生發展更能適應未來學生學習之教學方法。
The purpose of this study was to investigate the impact of knowledge building pedagogy and technology on preservice teachers’ views on the nature of, and teaching practices in, mathematics. Participants were nine preservice teachers who took a university course titled “High-School Mathematics Teaching.” A software program called Knowledge Forum was employed to enable an online knowledge building environment for preservice teachers to explore, reflect, and discuss about the nature of, and teaching practices in, mathematics.
Data mainly came from three sources: (1) preservice teachers’ online posting and discussion recorded in a KF database, (2) a survey about mathematical beliefs with eight open-ended questions, and (3) preservice teachers’ teaching practice videos. To analyze, (1) online discussion records automatically recorded in Knowledge Forum were analyzed using descriptive statistics; (2) open-ended survey questions were content-analyzed following an open-coding procedure; and (3) two cases of preservice teachers’ teaching practice were further explored by employing video analysis techniques. The main findings were as follows: (1) engaging in knowledge building was found to help preservice teachers develop more constructivist-oriented mathematics beliefs; (2) use of Knowledge Forum was helpful for preservice teachers in sharing their knowledge and reflecting on their teaching; (3) mathematics beliefs and teaching practice could mutually influence each other; (4) after engaging in knowledge building for a whole semester, preservice teachers were able to realize the importance of capitalizing on more diversified ways of teaching to enhance student learning.
Building on the results, this study made the following three suggestions: (1) teacher education program should pay more attention to integrating the learning of pedagogical content knowledge into the development of more mature mathematical beliefs among preservice teachers; (2) teacher education program should encourage more diversified and flexible ways of teaching practice when designing its courses; and (3) teacher education program should encourage preservice teachers to develop more adaptive teaching practices to help students learn in the future.
Reference: 古明峰 (2000)。國民小學評量態度之研究-以數學為例。台北市: 五南。
李麗君(2002)。職前教師教學信念及其改變之研究。中等教育學報,9,1-26。
李源順(2005)。學生教師運用知識庫學習數學教學:理論與實務的連結。科學教育學刊,13(1),53-70。
吳濤、頤月琴(2009)。試析CSCL的理論基礎與協作原則,教學研究,32(2),9-13。
高強華(1992)。教師信念研究及其在教育革新上的意義。師大教育研究所集刊,34,85- 113。
孫敏芝(2006)。實習教師學科教學知識之探討:教學設計與教學實務。教育研究與發展期刊,2(2),67-92。
莊淑琴(1998) 。國小教師數學信念之研究。國立嘉義師範學院國民教育研究所碩士論文,未出版,嘉義縣。
教育部(2005)。師資培育素質提升方案。台北。
國立政治大學師資培育中心(2010)。國立政治大學中等教育學程內涵。2010年5月27日引自http://www.iote.nccu.edu.tw/data/iote/course/3.pdf。
曾心怡(1999)。性別、班級組成形式、師生互動與學習動機:以高三自然組物理科為例。國立花蓮師範教育學院國民教育所碩士論文,未出版。
張繼寧(2009)。英國教師培訓政策(1980~2010)。台灣師資培育電子報,3,1-5。
單文經(1998)。美國教育研究—師資培育及課程與教學。台北市: 師大書苑。
斯琴圖華,魏智慧(2009)。如何使學習者為知識社會做好準備—訪國際知名教育心理學家瑪琳‧斯卡德瑪麗亞教授。開放教育研究,15(2),4-10。
楊思偉(1999)。日本教育。台北市:商鼎。
陳彥廷(2002)。教學問題、因應策略與教學信念關係之研究---以一位高中數學教師為例。台東師院學報,13(1),171-200。
顏銘志(1996)。國民小學教師教學信念教師效能與教學行為之相關研究。國立屏東師範學院國民教育研究所碩士論文,未出版,屏東縣。
謝文全(1981)。教育行政制度比較研究,台南市:復文。
Anderson, D.,& Piazza, J.(1996). Changing beliefs: Teaching and leaening mathematics in constructivist preservice classrooms. Action in Teacher Education, 18(2), 51-62.
Brousseau, B. A., & Freeman, D. J. (1988). How do teacher education faculty members define desirable teacher beliefs? Teaching and Teacher Education, 4, 267-273.
Bereiter, C. (1994). Constructivism, socioculturalism, and Popper's World 3. Educational Researcher, 23(7), 21-23.
Chi, M. T. H. (1997). Quantifying qualitative analyses of verbal data: A practical guide. The Journal of the Learning Sciences, 6(3), 271-315.
Cooney, T. (1994). Research and teacher education: In search of common ground. Journal for Research in Mathematics Education 1994, 125(6), 608-636.
Clark, C. M., & Peterson, P. L. (1986). Teachers’ thought processes. In M. Wittrock (Ed.), Handbook of research in teaching (pp. 255-296). New York: MacMillan.
Calderhead, J. & Robson, M. (1991) Images of teaching: Student-teachers' early conceptions of classroom practice. Teaching and Teacher Education, 7(1), 1-8.
Darling-Hammond, L., & Bransford, J. (Eds.). (2005). Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do. San Francisco: Jossey-Bass.
Drucker, P. F. (1986), Innovation and entreprenership - Practice and principles, NY: Harper Business.
Ernest, P. (1989a). (Ed) Mathematics Teaching: The State of the Art, Basingstoke: Falmer Press.
Ernest, P. (1989b). The knowledge, belief and attitudes of the mathematics teacher: A model. Journal of Education for Teaching, 15(1), 13-33.
Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit.
Featherstone, H., & Feiman-Nemser, S. (1992). The student, the teacher, and the moon. In S. Feiman-Nemser, & H. Featherston, (Eds.), Exploring teaching (pp.59-85). New York: Teachers College Press.
Grouws, D. A., & Good, T. L. (1989). Research into practice: Issues in problem-solving instruction. Arithmetic Teacher, 36(8), 34-35
Handal, B. (2003). Teachers’ mathematical beliefs: A review. The Mathematics Educator,13(2), 47-57.
Hersh, R. (1986). Some proposals for reviving the philosophy of mathematics. In T. Tymoczko(Ed.), New directions in the philosophy of mathematics, (pp.9-28). Boston: Birkhauser.
Hascher, T., Cocard, Y., & Moser, P. (2004). Forget about theory—practice is all? Student-teachers learning in practicum. Teachers & Teaching, 10(6), 623-637.
Hong, H.-Y., Chen, F. C., Chai, C. S., & Chan, W. C. (in press). Teacher-education students’ views about knowledge building theory and practice. Instructional Science.
Hong, H.Y., Chen, F.C., Liao, C. Y., & Chan W. C.(2009). Exploring the effectiveness of an idea-centered design to foster a computer-supported knowledge building environment. In Proceedings of the 9th ICLS 2009, Vol. 1 (pp. 142-150). Rhodes, Greece: International Society of the Learning Sciences, Inc.
Hong, H.Y., & Sullivan, F. S. (2009). Towards an idea-centered, principle-based design approach to support learning as knowledge creation. Educational Technology Research & Development (57)5, 613-627.
Hong, H. Y., Scardamalia, M., Messina, R., & Teo, C. L. (2008). Principle-based design to foster adaptive use of technology for building community knowledge. In G. Kanselaar, V. Jonker, P.A. Kirschner, & F.J. Prins (Eds.), International. Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008, Vol. 1 (pp. 374-381). Utrecht, the Netherlands: International Society of the Learning Sciences, Inc.
Hong, H. Y., Scardamalia, M., & Zhang, J. (2007). Knowledge Society Network: Toward a dynamic, sustained network for building knowledge. Paper presented at the annual conference of AERA, Chicago.
Hong, H.Y., Zhang, J., Teo, C. L. & Scardamalia, M. (2009). Towards design-based knowledge-building practices in teaching. In C. O'Malley, D. Suthers, P. Reimann, A. Dimitracopoulou (Eds.), Computer Supported Collaborative Learning Practices: CSCL2009 Conference Proceedings (pp. 257-261). Rhodes, Greece: International Society of the Learning Sciences, Inc.
Kagan, D. M. (1992). Implication of research on teacher belief. Educational Psychologist, 27(1), 65-90.
Kember, D.(1997). A reconceptualisation of the research into university academics’ conception of teaching. Learning and Instruction, 7(3), 255-275.
Kirschner, P.A. (2002). Can we support CSCL? Educational, social and technological affordances for learning. In P. A. Kirschner (Ed). Three worlds of CSCL. Can we support CSCL (pp. 61-91). Heerlen, Open University Nederland.
Koschmann, T. (1996). Computer supported collaborative learning: Theory and practice of an emerging paradigm. New Jersey: Laurence Erlbaum.
Leatham, K. R. (2006). Viewing mathematics teachers’ beliefs as sensible systems. Journal of mathematics teacher education , 9, 91-102.
Lakkala, M., Lallimo, J., & Hakkarainen, K. (2005). Teachers’ pedagogical designs for technology-supported collective inquiry: A national case study. Computer & Education, 45(3), 377-356.
Nespor (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317-328.
Pajares, M. F. (1992). Teacher's beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
Papert, S. (1991). "What's the big idea: Towards a pedagogy of idea power." IBM Systems Journal 39(3-4).
Peterson, P.L., Fennema, E., Carpenter, T. P., & Loef, M. (1989). Teachers’ pedagogical content beliefs in mathematics. Cognition and Instruction,6(1), 1-40.
Raths, J. (2001). Teachers’ beliefs and teaching beliefs. Paper presented at a symposium honoring ECRP, Champaign, IL. (ERIC Document Reproduction Service No. ED452 999).
Rhine, S., & Bryant, J. (2007). Enhancing pre-service teachers’ reflective practice with digital video-based dialogue. Reflective Practice, 8 (3), 345-358.
Richardson, V., Anders, P., Tidwell, D., & Lloyd, C. (1991). The relationship between teachers' beliefs and practices in reading comprehension instruction. American Educational Research Journal, 28 (3), 559-586.
Schoenfeld, A. (1983). Beyond the purely cognitive:Belief systems, social cognitions, and metacongnitions as driving forces in intellectural performance. Cognitive Science, 7,329-363.
Sigel, I. E. (1985). A conceptual analysis of beliefs. In I. E. Sigel. (Ed). Parental belief system: The psychological consequences for children. (pp.345-371). Hillsdale , NJ︰Erlbaum.
Simon, M. A., & Schifter, D. (1991). Towards a constructivist perspective: An intervention study of mathematics teacher development. Educational Studies in Mathematics, 22, 309-331.
Sawyer, K. (Ed.). (2006). The Schools of the Future. Cambridge handbook of the learning sciences. Cambridge: Cambridge University Press.
Schommer, M. (1994). Synthesizing epistemological belief research: Tentative understandings and provocative conclusions. Educational Psychology Review, 6, 293 -319.
Stahl, G. (2000). A Model of Collaborative Knowledge-Building. In B. Fishman & S. O'Connor-Divelbiss (Eds.), Fourth International Conference of the Learning Sciences (pp. 70-77). Mahwah, NJ: Erlbaum.
Stuart, C., & Thurlow, D.(2000). Making it their own: Preservice teachers’ experiences, belief and classroom practices. Journal of Teacher Education, 51(2), 113-140.
Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Ed.), Liberal education in a knowledge society (pp. 67-98). Chicago: Open Court.
Scardamalia, M. (2004). CSILE/Knowledge Forum®. In Education and technology: An encyclopedia (pp. 183-192). Santa Barbara: ABC-CLIO.
Strauss, A. L., & Corbin, J. (1990). Basics of qualitative research: grounded theory procedures and techniques. Newbury Park, CA: Sage Publications.
Stahl, G., Koschmann, T., & Suthers, D.. (2006). Computer-Supported Collaborative Learning. In Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 409-425).
Schwartz, J. E., & Riedesel, C. A. (1994). Therelationship between teachers’ knowledge andbeliefs and the teaching of elementary mathematics.(ERIC Document Reproduction Service No. ED 366585)
Scardamalia, M., & Bereiter, C. (2003). Knowledge building. In Encyclopedia of Education (2nd ed., pp. 1370-1373). New York: Macmillan Reference, USA.
Scardamalia, M., & Bereiter (2006). Knowledge building: Theory, pedagogy, and technology. In Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 97-118).
Scardamalia, M., Bereiter, C., & Lamon, M. (1994). The CSILE project: Trying to bring the classroom into World 3. In K. McGilley (Eds.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 201-228). Cambridge, MA: MIT Press.
Van Aalst, J. ( 2009). Distinguishing knowledge-sharing, knowledge construction and knowledge-creation discourses. International Journal of Computer-Supported Collaborative Learning , 4, 259–287
Thompson, A.G. (1992). Teacher's Beliefs and Conceptions: A Synthesis of Research. In Grouws, D.A. (Ed.), Handbook of Research on Mathematics Teaching and Learning (pp.127-146). New York: Macmillan. Education, 45(3), 377-356.
Van Zoest, L. R., Jones, G. A., & Thornton, C. A.(1994). Beleifs about mathematics teaching held by pre-service teachers involved in a first grade mentorship program. Mathematics Education Research Journal, 6(1), 37-55.
Wilson, S. M. (1990). The secret garden of teacher education. The Phi Delta Kappan, 72(3), 204-209.
Wilkins, J. L. M., & Brand, B. R. (2004). Change in preservice teachers’ beliefs: An evaluation of a mathematics methods course. School Science and Mathematics 104(5), 226-232.
Description: 碩士
國立政治大學
教育研究所
97152010
98
Source URI: http://thesis.lib.nccu.edu.tw/record/#G0097152010
Data Type: thesis
Appears in Collections:[教育學系] 學位論文

Files in This Item:

File Description SizeFormat
201001.pdf913KbAdobe PDF1267View/Open


All items in 學術集成 are protected by copyright, with all rights reserved.


社群 sharing