1. NCCU Academic Hub
  2. 學術產出
  3. 教育學院
  4. 期刊論文
  5. Item

學術產出-期刊論文

文章檢視/開啟

書目匯出

Google ScholarTM

政大圖書館

引文資訊

題名 Fostering innovation-oriented cultural views among college students through knowledge-building pedagogy
作者 洪煌堯
Hung, Guo-Tsai
Hong, Huang-Yao
貢獻者 教育系
關鍵詞 Cultural views; innovation-oriented cultural views; idea-centred
日期 2017-06
上傳時間 16-十月-2017 12:08:07 (UTC+8)
摘要 This study investigated the effects of two different pedagogical approaches on the development of college students’ innovation-oriented cultural views. First, an initial cultural view survey (n = 126) was implemented; then another quasi-experiment was employed using two treatment conditions: the control condition (n = 45) employed a concept-centred pedagogical approach, and the experiment condition (n = 31) employed an idea-centred pedagogical approach. The former regards learners as knowledge receivers and highlights learning about important cultural concepts directly from an authoritative knowledge source. In contrast, the latter sees learners as knowledge workers and designers, and emphasises learners’ engagement in sustained production and improvement of emergent cultural ideas. Findings based on pre-post essay-writing tests and content-analysis indicate that (1) students tended to relate cultural practices with knowledge transmission activities initially; however, (2) after engaging in idea-centred, design-based pedagogy, students began to see cultural practices as a means to knowledge innovation. Some implications for higher-education regarding innovation-oriented cultural views and awareness were discussed.
關聯 Learning: Research and Practice,
資料類型 article
DOI http://dx.doi.org/10.1080/23735082.2017.1341053
dc.contributor 教育系
dc.creator (作者) 洪煌堯zh-TW
dc.creator (作者) Hung, Guo-Tsaien-US
dc.creator (作者) Hong, Huang-Yaoen-US
dc.date (日期) 2017-06
dc.date.accessioned 16-十月-2017 12:08:07 (UTC+8)-
dc.date.available 16-十月-2017 12:08:07 (UTC+8)-
dc.date.issued (上傳時間) 16-十月-2017 12:08:07 (UTC+8)-
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/113612-
dc.description.abstract (摘要) This study investigated the effects of two different pedagogical approaches on the development of college students’ innovation-oriented cultural views. First, an initial cultural view survey (n = 126) was implemented; then another quasi-experiment was employed using two treatment conditions: the control condition (n = 45) employed a concept-centred pedagogical approach, and the experiment condition (n = 31) employed an idea-centred pedagogical approach. The former regards learners as knowledge receivers and highlights learning about important cultural concepts directly from an authoritative knowledge source. In contrast, the latter sees learners as knowledge workers and designers, and emphasises learners’ engagement in sustained production and improvement of emergent cultural ideas. Findings based on pre-post essay-writing tests and content-analysis indicate that (1) students tended to relate cultural practices with knowledge transmission activities initially; however, (2) after engaging in idea-centred, design-based pedagogy, students began to see cultural practices as a means to knowledge innovation. Some implications for higher-education regarding innovation-oriented cultural views and awareness were discussed.en_US
dc.format.extent 128 bytes-
dc.format.mimetype text/html-
dc.relation (關聯) Learning: Research and Practice,zh_TW
dc.subject (關鍵詞) Cultural views; innovation-oriented cultural views; idea-centreden_US
dc.title (題名) Fostering innovation-oriented cultural views among college students through knowledge-building pedagogyen_US
dc.type (資料類型) article
dc.identifier.doi (DOI) 10.1080/23735082.2017.1341053
dc.doi.uri (DOI) http://dx.doi.org/10.1080/23735082.2017.1341053