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題名 基於知識翻新原則的教學研究之系統回顧
A systematic review of pedagogical design and implementation based on knowledge building principles
作者 余英孚
Yee, Eng Fu
貢獻者 洪煌堯
Hong, Huang Yao
余英孚
Yee, Eng Fu
關鍵詞 教學設計
知識翻新
系統回顧
Pedagogical design
Knowledge building
Systematic review method
日期 2017
上傳時間 28-Aug-2017 11:55:19 (UTC+8)
摘要 本研究之目的在針對基於知識翻新原則的教學研究進行系統回顧。本研究的分析對象為Scopus資料庫中，自2001年至2016年間，所蒐集之56篇知識翻新研究。本研究採多階層之編碼流程，再根據研究問題構思出不同層面之編碼類別，以進行描述統計分析。本研究並以Kappa係數特別針對學習成效編碼項目計算編碼者間信度。結果顯示在整個編碼過程中編碼者間達成之協議良好（k = 0.8）。本研究基於描述性統計分析研究，研究結果發現知識翻新研究起源於西方，但近16年來，大部分的知識翻新研究則多實施於東方國家。所有知識翻新研究中，十二年基礎教育學生於自然科學領域中之知識翻新研究較多。東方國家所進行的研究結果中發現，研究對象有從學習者社群的研究轉移至教師社群的研究的趨勢。換言之，東方國家的知識翻新研究多以教師為研究對象。研究設計方面，個案研究是知識翻新研究中最常被採用的研究設計方式，而最常採用的分析方法則是混合分析方法。知識翻新研究中所使用之線上學習平台則以知識論壇（knowledge forum）為大宗。知識翻新原則是知識翻新研究的主要基礎，而多研究的重心則偏重在與「想法」相關的知識翻新原則上。本研究之研究結果也發現社交學習成效較常在知識翻新研究中被檢測。其中，知識論壇之貼文與回文互動明顯多於以統整不同想法之貼文互動。
The main purpose of this study is to conduct a systematic review of research that contains pedagogical design and implementation based on knowledge building principles (KBPs). This study includes 56 knowledge building (KB) studies selected from the Scopus database between 2001 and 2016. Multi-levels of coding procedures were employed in categorizing different analysis dimensions in order to answer the research questions. Particularly, the coding scheme regarding the dimension of the learning outcomes employed a procedure to compute the inter-coder reliability using Cohen’s kappa coefficient (k) formula with the coefficient k = 0.8.Findings mainly based on descriptive analysis revealed that KB studies are more frequently conducted in Eastern countries than Western countries. Most of the KB studies that involved students from K-12 levels were conducted in the natural science domain. In particular, it was found that KB studies conducted in the Eastern countries are shifting their study focus from learner communities to teacher communities. Case study was found to be the preferred research design in most KB studies over the past 16 years, and regarding analysis, mixed methods analysis is the more popular analysis method.Moreover, more than one-half of the KB studies used Knowledge Forum (KF) as the main online learning platform.Of all KBPs, idea-related KBPs are most likely to be employed in the KB studies. Regarding learning outcomes, about one-half of studies fall in the social studies domain. Among these social learning outcomes, basic interaction on KF activities (build notes and post notes) was found more than higher-order interaction on KF activities (synthesize notes).
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描述 碩士
國立政治大學
教育學系
104152015
資料來源 http://thesis.lib.nccu.edu.tw/record/#G1041520151
資料類型 thesis
dc.contributor.advisor 洪煌堯zh_TW
dc.contributor.advisor Hong, Huang Yaoen_US
dc.contributor.author (Authors) 余英孚zh_TW
dc.contributor.author (Authors) Yee, Eng Fuen_US
dc.creator (作者) 余英孚zh_TW
dc.creator (作者) Yee, Eng Fuen_US
dc.date (日期) 2017en_US
dc.date.accessioned 28-Aug-2017 11:55:19 (UTC+8)-
dc.date.available 28-Aug-2017 11:55:19 (UTC+8)-
dc.date.issued (上傳時間) 28-Aug-2017 11:55:19 (UTC+8)-
dc.identifier (Other Identifiers) G1041520151en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/112240-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 教育學系zh_TW
dc.description (描述) 104152015zh_TW
dc.description.abstract (摘要) 本研究之目的在針對基於知識翻新原則的教學研究進行系統回顧。本研究的分析對象為Scopus資料庫中，自2001年至2016年間，所蒐集之56篇知識翻新研究。本研究採多階層之編碼流程，再根據研究問題構思出不同層面之編碼類別，以進行描述統計分析。本研究並以Kappa係數特別針對學習成效編碼項目計算編碼者間信度。結果顯示在整個編碼過程中編碼者間達成之協議良好（k = 0.8）。本研究基於描述性統計分析研究，研究結果發現知識翻新研究起源於西方，但近16年來，大部分的知識翻新研究則多實施於東方國家。所有知識翻新研究中，十二年基礎教育學生於自然科學領域中之知識翻新研究較多。東方國家所進行的研究結果中發現，研究對象有從學習者社群的研究轉移至教師社群的研究的趨勢。換言之，東方國家的知識翻新研究多以教師為研究對象。研究設計方面，個案研究是知識翻新研究中最常被採用的研究設計方式，而最常採用的分析方法則是混合分析方法。知識翻新研究中所使用之線上學習平台則以知識論壇（knowledge forum）為大宗。知識翻新原則是知識翻新研究的主要基礎，而多研究的重心則偏重在與「想法」相關的知識翻新原則上。本研究之研究結果也發現社交學習成效較常在知識翻新研究中被檢測。其中，知識論壇之貼文與回文互動明顯多於以統整不同想法之貼文互動。zh_TW
dc.description.abstract (摘要) The main purpose of this study is to conduct a systematic review of research that contains pedagogical design and implementation based on knowledge building principles (KBPs). This study includes 56 knowledge building (KB) studies selected from the Scopus database between 2001 and 2016. Multi-levels of coding procedures were employed in categorizing different analysis dimensions in order to answer the research questions. Particularly, the coding scheme regarding the dimension of the learning outcomes employed a procedure to compute the inter-coder reliability using Cohen’s kappa coefficient (k) formula with the coefficient k = 0.8.Findings mainly based on descriptive analysis revealed that KB studies are more frequently conducted in Eastern countries than Western countries. Most of the KB studies that involved students from K-12 levels were conducted in the natural science domain. In particular, it was found that KB studies conducted in the Eastern countries are shifting their study focus from learner communities to teacher communities. Case study was found to be the preferred research design in most KB studies over the past 16 years, and regarding analysis, mixed methods analysis is the more popular analysis method.Moreover, more than one-half of the KB studies used Knowledge Forum (KF) as the main online learning platform.Of all KBPs, idea-related KBPs are most likely to be employed in the KB studies. Regarding learning outcomes, about one-half of studies fall in the social studies domain. Among these social learning outcomes, basic interaction on KF activities (build notes and post notes) was found more than higher-order interaction on KF activities (synthesize notes).en_US
dc.description.tableofcontents CHAPTER 1: INTRODUCTION 1
1.1 Background of Study 1
1.2 Purpose of Study 5
1.3 Research Questions 5
1.4 Definition of Key Terms 5
1.5 Research Limitations 6
CHAPTER 2: LITERATURE REVIEW 9
2.1 Knowledge Building Pedagogy 9
2.2 Knowledge Forum 11
2.3 Knowledge Building Tools 12
2.4 Knowledge Building Principles 16
2.5 Related Studies on Learning Outcomes 20
CHAPTER 3: METHODOLOGY 25
3.1 Conceptual Factors 25
3.2 Selection of Knowledge Building Studies 25
3.3 Coding System 28
3.4 Validity 34
3.5 Inter-coder Reliability 35
3.6 Data Analysis 36
CHAPTER 4: RESULT 37
4.1 Current Trend of KB Studies 37
4.2 Patterns of Research Designs and Analysis Methods 46
4.3 Patterns of Online Learning Platforms 49
4.4 Patterns of Applying KBPs 50
4.5 Trend of Learning Outcomes in KB Studies 55
CHAPTER 5: DISCUSSION 59
5.1 Conclusion 59
5.2 Recommendations 62
REFERENCES 65
APPENDIX A: CODING DATA 77
APPENDIX B: INTER-CODER RELIABILITY PROCEDURE 85		zh_TW
dc.format.extent 2899363 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G1041520151en_US
dc.subject (關鍵詞) 教學設計zh_TW
dc.subject (關鍵詞) 知識翻新zh_TW
dc.subject (關鍵詞) 系統回顧zh_TW
dc.subject (關鍵詞) Pedagogical designen_US
dc.subject (關鍵詞) Knowledge buildingen_US
dc.subject (關鍵詞) Systematic review methoden_US
dc.title (題名) 基於知識翻新原則的教學研究之系統回顧zh_TW
dc.title (題名) A systematic review of pedagogical design and implementation based on knowledge building principlesen_US
dc.type (資料類型) thesisen_US
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