政大學術集成


Please use this identifier to cite or link to this item: https://ah.nccu.edu.tw/handle/140.119/60465


Title: 透過知識翻新活動以提升國小學童對節能減碳概念之理解
Effects of knowledge building activities on elementary school students’ conception of energy saving and carbon reduction
Authors: 蔡佩真
Contributors: 洪煌堯
蔡佩真
Keywords: 知識翻新
知識論壇平台
電腦支援協作學習
節能減碳
Date: 2010
Issue Date: 2013-09-05 15:31:05 (UTC+8)
Abstract: 本研究主要目的在探究知識翻新活動對小學生節能減碳概念理解的影響。以知識翻新理論 (knowledge building) 作為教學核心理念,並以知識論壇(Knowledge Forum,KF)─電腦支援協作學習工具─來輔助與紀錄學生的學習。研究方法採個案研究法,研究對象為台北市某國民小學五年級某班學生(N=34),研究時程為一學年,課程以節能減碳為主題。資料來源包括:(1) 知識論壇上之想法討論與互動歷程;(2)知識論壇平台之溫室效應與節能減碳想法貼文;(3)節能減碳概念理解之測驗。資料分析包括:(1)以知識論壇的分析工具(Analytic Toolkit, 簡稱ATK)分析學生在平台上想法討論與互動的行為;(2)分析學生在平台上所發表的貼文內容之階段性發展,並將學生所討論的概念與環保署所提供的溫室效應與節能減碳國中教材進行比較,以檢測學生所提的概念之完整性與豐富度;(3)使用創造力概念的流暢性、變通性、獨創性、精密性等四個面向,檢驗學生共構的知識品質;(4)分析課程結束後所進行的節能減碳概念測驗,檢測學生在知識翻新活動下對節能減碳概念的理解。研究結果發現:(1)知識翻新教學有助於促進以「想法」為單位的學習與互動模式;(2)知識翻新的學習環境有助於學生共創豐富的知識;(3)在知識翻新的學習環境中,呈現學生的想法數量漸趨減少但品質漸趨提升的情況;(4)讓學生自己翻新知識以主動學習,相較於被動的學習方式,更有助於提升學生在科學學習上的成效。根據上述結論,本研究提出下列幾點建議:(1)教師應重視學生的想法;(2)教師應鼓勵以想法為中心的互動與學習;(3)教師應幫助學生發展創新知識的關鍵能力;(4) 教育相關單位在設計課程與測驗時,更應重視學生的深層理解;(5)教師在教學上應善加利用網路學習資源。
The purpose of this research was to investigate the effects of knowledge building activities on elementary students’ concepts of energy saving and carbon reduction. Knowledge building pedagogy and Knowledge Forum (KF)─an computer-supported collaborative learning environment─was employed in this study to document the process of students’ idea generation and development. This study employed a case-study design. Participants were a class of fifth graders from an elementary school in Taipei (N=34). They participated in a natural science class for a year and the topic of inquiry was about energy saving and carbon reduction. Data sources included: (1) Students’ online discussion recorded in a KF database; (2) Student’s ideas about energy saving and carbon reduction; (3) Students’ final test about energy saving and carbon reduction. Data analysis include: (1) descriptive analysis using Analytic Toolkit (ATK) and Social Network Analysis to document students’ interactive processes online; (2) qualitative analysis on the content of notes posted in KF; (3) content analysis, using the four aspects of creativitiy--fluency, flexibility, originality, and elaboration--to examine the quality of ideas generated by students; (4) learning assessment using the final comprehension test to evaluate students’ level of understanding about energy saving and carbon reduction in knowledge building environment. The main findings were as follows: (1) Knowledge building instruction was found helpful for supporting students’ work with “ideas”; (2) Knowledge building environment was conducive to knowledge advancement; (3) In the process of knowledge building, it showed the number of ideas was decreasing but the quality of ideas was improved; (4) Knowledge building environment was helpful for students to enhance science learning. Building on the findings, this study made the following suggestions: (1) Teachers should value students’ ideas; (2) Teachers should encourage students to interact and work with ideas; (3) Teachers should help students develop capacity for creating new knowledge; (4) When designing instruction, it is essential to emphasize deeper understanding; (5) Teachers should make good use of the online learning resources.
Reference: 王金國 (2002)。讓小組動起來。國教輔導,42(1 ),38-42。
王金國 (2003)。國小六年級教師實施國語科合作學習之研究。國立高雄師範大學教育學系碩士論文,未出版,高雄市。
王金國、張新仁 (2003)。國小六年級教師實施國語科合作學習之研究。教育學刊,21,53-78。
王博賢(2010)。知識翻新教學對小學生科學探究活動與科學合作概念之影響。國立政治大學教育研究所碩士論文,未出版,台北市。
行政院節能減碳推動會秘書處 (2010)。國家節能減碳總計劃(核定本) ,經濟部。
呂冠蓉(2008)。遊戲教學法與講述教學法對節能減碳教育成效之比較。淡江大學水資源及環境工程學系碩士班碩士論文,未出版,台北縣。
李麗香(2010)。電腦概念構圖教學應用在能源動力科技概念學習成效之研究。高雄師範大學工業科技教育學系碩士論文,未出版,高雄市。
沈世宏 (2009)。環境與節能減碳政策之規劃與推動。研考雙月刊,33(2),77-87。
吳靜吉 (1998)。新編創造思考測驗研究。教育部輔導工作六年計劃研究報告。
林書平(2010)。以想法為中心的教學設計對大學生在知識建構與知識信念上之影響。國立政治大學教育系碩士論文,未出版,台北市。
林姵君(2009)。國中學生節能減碳行為意圖及其相關因素之研究-以台北縣某國中為例。國立臺灣師範大學健康促進與衛生教育學系碩士論文,未出版,台北市。
唐國華(2010)。高雄市國中學生能源科技認知與節能減碳態度之研究。高雄師範大學工業科技教育學系碩士論文,未出版,高雄市。
張喻涵(2010)。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。國立政治大學教育系碩士論文,未出版,台北市。
黃光雄、蔡清田 (2004)。課程設計-理論與實際。台北:五南。
黃政傑、林佩璇(1996)。合作學習。台北:五南。
黃政傑 (1996)。創思與合作的教學法。台北:師苑。
黃大駿、許菁山、盧明駿 (2009)。節能減碳教育成果評估。嘉南學報,35, 781-789。
黃月純 (2009)。節能減碳教育實施之探析。國立嘉義大學教育行政與政策發展期刊論文,14-21。
黃筑暉(2008)。講述教學法對節能減碳教學單元之成效探討。淡江大學水資源及環境工程學系碩士班碩士論文,未出版,台北縣。
陳瑞榮 (2008)。我國能源科技教育與節能減碳政策之推展現況探討。生活科技教育月刊,41(6),56-70。
節能減碳協會與協定(2010)。【行政院節能減碳愛台灣官方網站】。取自http://www.ey.gov.tw/mp.asp?mp=95。
詹雯靜(2009)。不同電腦支援合作學習環境對師培生在教育理論、教師專業與教學實務等概念學習上之影響。國立政治大學教育系碩士論文,未出版,台北市。
葉重新 (2001)。教育研究法。台北:心理。
魏惠娟 (1998)。邁向學習型組織的教育行政領導。教育政策論壇。1 (1),135-173。
鍾秀媛(2009)。台北縣國小高年級學童節能減碳認知、行動及態度差異之研究。臺北市立教育大學自然科學系碩士班碩士論文,未出版,台北市。
Boyes, E., & Stanisstreet, M. (1993). The Greenhouse-Effect - Childrens Perceptions Of Causes, Consequences And Cures. International Journal of Science Education , 15, 531-552.
Bereiter, C. (1994). Constructivism, Socioculturalism, and Popper's World 3. Educational Researcher, 23(7), 21-23.
Brown, A. L., & Campione, J. C. (1994). Guided discovery in a community of learners. In K. McGilly ( Ed.), Classroom lesson: Integrating cognitive theory and Classroom practice(pp 229-272). Cambridge, MA: MIT Press Bradford Books.
Brown, A. L. (1997). Transforming schools into communities of thinking and learning about serious matters. American Psychologist, 52(4), 399-413.
Eisenhardt, K. M. (1989). Building Theories from Case Study Research. The Academy of Management Review, 14(4), 532-550.
Chang, Y. C., Yeh, K. T., & Barufaldi, P. J. (2010). The Positive and Negative Effects of Science Concept Tests on Student Conceptual Understanding. International Journal of Science Education, 32, 265-282.
Dias, R. A., Mattos, C. R., & Balestieri, J. A. P. (2004). Energy education: breaking up the rational energy use barriers.
Dillenbourg, P. (1999). What do you mean by collaborative learning? In P. Dillenbourg (Ed) Collaborative-learning: Cognitive and Computational Approaches (pp.1-19). Oxford: Elsevier.
Drucker, P. F. (1986). Innovation and entrepreneurship - Practice and principles. NY: Harper Business.
Guilford, J. P. (1967). The nature of human intelligence. New York: McGraw-Hill.
Hansen, J. K. P. (2010). Knowledge about the Greenhouse Effect and the Effects of the Ozone Layer among Norwegian Pupils Finishing Compulsory Education in 1989, 1993, and 2005-What Now? International Journal of Science Education, 32, 397-419.
Hong, H.-Y. (2011). Beyond group collaboration: Facilitating an idea-centered view of collaboration through knowledge building in a science class of fifth-graders. The Asia-Pacific Education Researcher, 20(2), 248-262.
Hong, H.-Y., & Chan, Y. H. (2010). Design-based knowledge building practices in mathematics teaching. Proceedings of the Ninth International Conference for the Learning Sciences – ICLS 2010, Vol. 1. (pp.121-128). Chicago: International Society of the Learning Sciences (ISLS).
Hong, H.-Y., & Scardamalia, M. (2008). Using key terms to measure community knowledge. Paper presented at the annual conference of American Educational Research Association (AERA), New York.
Hong, H.-Y., & Sullivan, F. R. (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., & Zhang, J. (2010). Knowledge Society Network: Toward a dynamic, sustained network for building knowledge. Canadian Journal of Learning And Technology / La Revue Canadienne De L’Apprentissage Et De La Technologie, 36(1). Retrieved December 24, 2010, from http://www.cjlt.ca/index.php/cjlt/article/view/579.
Hong, H.-Y., Chen, F. C., Chai, C. S., & Chan, W. C. (2010). Teacher-education students' views about knowledge building theory and practice. In Proceedings of the Ninth International Conference for the Learning Sciences – ICLS 2010, Vol. 1. (pp.467-482). Chicago: ISLS.
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., Messina, R., & Teo, C. L. (2007). Principle-based design of technology use to support community knowledge-building. Paper presented at the meeting of The 11th Knowledge Building Summer Institute. Toronto, Canada.
Koschmann, T. (1996). Computer Supported Collaborative Learning: theory and practice of an emerging paradigm. New Jersey: Laurence Erlbaum.
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 Universiteit Nederland.
Klosterman, L. M., & Sadler, D. T. (2010). Multi-level Assessment of Scientific Content Knowledge Gains Associated with Socioscientific Issues-based Instruction. International Journal of Science Education, 32, 1017-1043.
Liarakou, G., Gavrilakis, C., & Flouri, E. (2009). Secondary School Teachers' Knowledge and Attitudes Towards Renewable Energy Sources. Journal of Science Education and Technology,18, 120-129.
Papert, S. (1991). "What's the Big Idea: Towards a Pedagogy of Idea Power." IBM Systems Journal 39(3-4).
Rena., M. P., & Keith, P. (2001). Lessons From Cyberspace Classroom. Paper present at the meeting of The 17TH Annual Conference on Distance Teaching and Learning.
Sawyer, R. K. (2004). Creative teaching: collaborative discussion as disciplined improvisation. Educational Researcher, 33(2), 12-20.
Sawyer, R. K. (2006). The Schools of the Future. Cambridge handbook of the learning sciences. Cambridge: Cambridge University Press.
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.
Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building Communities. Journal of the Learning Sciences, 3(3), 265-283.
Scardamalia, M., & Bereiter, C. (2003). Knowledge building. In Encyclopedia of Education (2nd ed., pp. 1370-1373). New York: Macmillan Reference, USA.
Scardamalia, M., & Bereiter, C. (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.
Sharan, S., & Shaulov, A. (1990). Cooperative Learning, Motivation to Learning, and Academic Achievement. In S. Sharan(Ed), Cooperative Learning: Theory and Research (pp173-202.) NY: Praeger Publishers.
Shepardson, P. D., Niyogi, D., Choi, S., & Charusombat, U. (2009). Seventh grade students' conceptions of global warming and climate change. Environmental Education Research, 15, 549-570.
Slavin, R. E. (1978). Students teams and achievement division. Journal of Research and Development in Education, 12, 39-49. Building Online Community. Paper presented at the American Educational Research Association, Seattle, WA.
Slavin, R. E. (1995). Cooperative Learning: Theory, Research, and Practice.(2nded.) Massachusetts: Allyn & Bacon.
Slavin, R. E. (1999). Student teams-achievement divisions. In S. Sharan (Ed.), Handbook of cooperative learning methods (pp.3-19).Westport: Praeger Publishers.
Solbes, J., Guisasola, J., & Tarin, F. (2009). Teaching Energy Conservation as a Unifying Principle in Physics. Journal of Science Education and Technology, 18, 265-274.
Stahl, G. (2007). Meaning making in CSCL: Conditions and preconditions for cognitive processes by groups. Paper presented at the international conference on Computer-Supported Collaborative Learning (CSCL2007), Brunswick, NJ. S. (pp.652-661).
Stahl, G., Koschmann, T., & Suthers, D. (2006). Computer-supported collaborative learning: An historical perspective. In R. K. Sawyer (Ed.), Cambridge handbook of the learning sciences. Cambridge, UK: Cambridge University Press.
Strauss, A. L., & Corbin, J. (1990). Basics of qualitative research: grounded theory procedures and techniques. Newbury Park, CA: Sage Publications.
Trilling, B., & Hood, P. (1999). Learning technology and education reform in the knowledge age or "We're wired, webbed and windowed, now what?" Educational Technology, 39(3), 5-18.
White, B. Y., Shimoda, T. A., & Frederiksen, J. R. (1999). Enabling students to construct theories of collaborative inquiry and reflective learning: Computer support for metacognitive development. The International Journal of Artificial Intelligence in Education, 10(2),1-33.
Zhang, J., Hong, H.-Y., Scardamalia, M., Teo, C., & Morley, E. (2011). Sustaining knowledge building as a principle-based innovation at an elementary school. Journal of the Learning Sciences, 20(2), 262-307.
Zhang, J., Scardamalia, M., Reeve, R., & Messina, R. (2009). Designs for collective cognitive responsibility in knowledge building communities. Journal of the Learning Sciences, 18(1), 7-44.
Zografakis, N., Menegaki, N. A., & Tsagarakis, P. K. (2008). Effective education for energy efficiency. Energy Policy, 36, 3226-3232.
Description: 碩士
國立政治大學
教育研究所
98152014
99
Source URI: http://thesis.lib.nccu.edu.tw/record/#G0098152014
Data Type: thesis
Appears in Collections:[Department of Education] Theses

Files in This Item:

File Description SizeFormat
201401.pdf3356KbAdobe PDF757View/Open


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


社群 sharing