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題名 合作式標註工具輔助網路探究式學習在資訊素養教育之成效評估研究
The Effects of Web-based Inquiry-based Learning with Collaborative Reading Annotation Support on Information Literacy Instruction
作者 陳毓婷
Chen, Yu-Ting
貢獻者 陳志銘
Chen, Chih-Ming
陳毓婷
Chen, Yu-Ting
關鍵詞 資訊素養教育
合作標註工具
先備知識
認知風格
科技接受模式
Information literacy instruction
Collaborative annotation tool
Prior knowledge
Cognitive style
Technology acceptance model
日期 2018
上傳時間 2-May-2018 15:48:05 (UTC+8)
摘要 過去研究指出因為欠缺基礎數位素養，敏銳度不足造成國內學生面對大量網路訊息時，降低了過濾資訊的能力，因此建立起資訊篩選與評估的機制，培養數位閱讀能力與資訊素養，成為近幾年來熱門的議題。本研究以「閱讀知識合作標註學習系統」結合網路探究式學習，發展「合作式標註工具輔助網路探究式學習模式」，期望能創新資訊素養教學，為學生找到有效提升資訊尋求能力的新方法。
研究採用準實驗研究法，以新北市某國小五年級兩班共50名學生為研究對象，進行「網路資訊評估與判斷」的主題合作探究學習，其中一班25名學生被隨機分派到採用「合作式標註工具輔助網路探究式學習模式」為實驗組，另一班25名學生被隨機分派到採用「討論版工具輔助網路探究式學習模式」為控制組，以先備知識及認知風格作為背景變項，探討兩種不同學習模式的學生在學習成效、認知負荷、科技接受度與學習滿意度的影響與差異。
研究結果發現，相較於「討論版工具輔助網路探究式學習模式」，採用「合作式標註工具輔助網路探究式學習模式」對於中、低先備知識者以及場地獨立型風格學生的學習成效有很大助益；不論是採用哪一種學習模式的學習者在學習中，並不會產生過大的認知負荷；而在評估科技接受度以及學習滿意度上，低先備知識的學生認為採用「合作式標註工具」比採用「討論版工具」輔助網路探究式學習的幫助更大，同時在學習滿意度也更為顯著。
最後基於研究結果，提出發揮工具的優勢發展系列推廣課程，以及延伸應用批判性思考學習對教師進行教學的建議，以及未來可深入長時間發展、探究式學習的互動歷程行為、學習遷移等相關探討與研究，希望能作為資訊素養教育推廣下，研究領域探討議題的新方向。
The past studies have suggested that the lack of basic digital literacy and acuteness has reduced Taiwanese students’ ability to filter information when facing a vast amount of Internet information. As a result, establishing a mechanism for selecting and assessing information, as well as cultivating digital reading ability and information literacy have been the hot topics in recent years. By combing the Reading Knowledge Collaborative Annotation Tool (CAT) with the Web-based inquiry-based learning, this study has developed the “Web-based Inquiry-based Learning Model with the Collaborative Annotation Tool,” hoping to innovate the information literacy instruction and find new ways to effectively improve students’ information search capabilities.
In this study, a quasi-experimental study method was adopted, and 50 fifth-graders from two classes in a certain elementary school in New Taipei City were selected as the research subjects to conduct the collaborative inquiry-based learning on the theme of “Internet Information Assessment and Judgment.” Among them, 25 students from one class were randomly assigned to the experimental group of adopting the “Web-based Inquiry-based Learning Model with the Collaborative Annotation Tool,” while 25 students from another class were randomly assigned to the control group of adopting the “Web-based Inquiry-based Learning Model with the Discussion Board Tool.” With prior knowledge and cognitive style as background variables, the influences and differences in students’ learning effectiveness, cognitive load, technology acceptance, and learning satisfaction in two different learning models were thoroughly explored.
The research results found that compared to the “Web-based Inquiry-based Learning Model with the Discussion Board Tool,” the “Web-based Inquiry-based Learning Model with the Collaborative Annotation Tool” showed much higher benefits in the learning effectiveness for students with middle and low prior knowledge and with field independence. Both of these two models produce would not produce excessive cognitive load on students during the learning process. As for the assessments on technology acceptance and learning satisfaction, students with low prior knowledge considered that the Web-based Inquiry-based Learning Model with the Collaborative Annotation Tool was more helpful for them than the one with the Discussion Board Tool, and they also showed a higher significant level of learning satisfaction.
Lastly, based on the research results, this study suggests that the advantages of the tool can be used to further develop a series of promotion courses, and the use of critical thinking learning can be extended to the teaching for teachers. Also, this study suggests that the long-term in-depth explorations of the interactive course behavior of inquiry-based learning, transfer of learning, and other relevant studies can be conducted in the future, hoping to provide as new directions of topics for the research field when promoting information literacy instruction.
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描述 碩士
國立政治大學
圖書資訊學數位碩士在職專班
104913014
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0104913014
資料類型 thesis
dc.contributor.advisor 陳志銘zh_TW
dc.contributor.advisor Chen, Chih-Mingen_US
dc.contributor.author (Authors) 陳毓婷zh_TW
dc.contributor.author (Authors) Chen, Yu-Tingen_US
dc.creator (作者) 陳毓婷zh_TW
dc.creator (作者) Chen, Yu-Tingen_US
dc.date (日期) 2018en_US
dc.date.accessioned 2-May-2018 15:48:05 (UTC+8)-
dc.date.available 2-May-2018 15:48:05 (UTC+8)-
dc.date.issued (上傳時間) 2-May-2018 15:48:05 (UTC+8)-
dc.identifier (Other Identifiers) G0104913014en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/117024-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 圖書資訊學數位碩士在職專班zh_TW
dc.description (描述) 104913014zh_TW
dc.description.abstract (摘要) 過去研究指出因為欠缺基礎數位素養，敏銳度不足造成國內學生面對大量網路訊息時，降低了過濾資訊的能力，因此建立起資訊篩選與評估的機制，培養數位閱讀能力與資訊素養，成為近幾年來熱門的議題。本研究以「閱讀知識合作標註學習系統」結合網路探究式學習，發展「合作式標註工具輔助網路探究式學習模式」，期望能創新資訊素養教學，為學生找到有效提升資訊尋求能力的新方法。
研究採用準實驗研究法，以新北市某國小五年級兩班共50名學生為研究對象，進行「網路資訊評估與判斷」的主題合作探究學習，其中一班25名學生被隨機分派到採用「合作式標註工具輔助網路探究式學習模式」為實驗組，另一班25名學生被隨機分派到採用「討論版工具輔助網路探究式學習模式」為控制組，以先備知識及認知風格作為背景變項，探討兩種不同學習模式的學生在學習成效、認知負荷、科技接受度與學習滿意度的影響與差異。
研究結果發現，相較於「討論版工具輔助網路探究式學習模式」，採用「合作式標註工具輔助網路探究式學習模式」對於中、低先備知識者以及場地獨立型風格學生的學習成效有很大助益；不論是採用哪一種學習模式的學習者在學習中，並不會產生過大的認知負荷；而在評估科技接受度以及學習滿意度上，低先備知識的學生認為採用「合作式標註工具」比採用「討論版工具」輔助網路探究式學習的幫助更大，同時在學習滿意度也更為顯著。
最後基於研究結果，提出發揮工具的優勢發展系列推廣課程，以及延伸應用批判性思考學習對教師進行教學的建議，以及未來可深入長時間發展、探究式學習的互動歷程行為、學習遷移等相關探討與研究，希望能作為資訊素養教育推廣下，研究領域探討議題的新方向。		zh_TW
dc.description.abstract (摘要) The past studies have suggested that the lack of basic digital literacy and acuteness has reduced Taiwanese students’ ability to filter information when facing a vast amount of Internet information. As a result, establishing a mechanism for selecting and assessing information, as well as cultivating digital reading ability and information literacy have been the hot topics in recent years. By combing the Reading Knowledge Collaborative Annotation Tool (CAT) with the Web-based inquiry-based learning, this study has developed the “Web-based Inquiry-based Learning Model with the Collaborative Annotation Tool,” hoping to innovate the information literacy instruction and find new ways to effectively improve students’ information search capabilities.
In this study, a quasi-experimental study method was adopted, and 50 fifth-graders from two classes in a certain elementary school in New Taipei City were selected as the research subjects to conduct the collaborative inquiry-based learning on the theme of “Internet Information Assessment and Judgment.” Among them, 25 students from one class were randomly assigned to the experimental group of adopting the “Web-based Inquiry-based Learning Model with the Collaborative Annotation Tool,” while 25 students from another class were randomly assigned to the control group of adopting the “Web-based Inquiry-based Learning Model with the Discussion Board Tool.” With prior knowledge and cognitive style as background variables, the influences and differences in students’ learning effectiveness, cognitive load, technology acceptance, and learning satisfaction in two different learning models were thoroughly explored.
The research results found that compared to the “Web-based Inquiry-based Learning Model with the Discussion Board Tool,” the “Web-based Inquiry-based Learning Model with the Collaborative Annotation Tool” showed much higher benefits in the learning effectiveness for students with middle and low prior knowledge and with field independence. Both of these two models produce would not produce excessive cognitive load on students during the learning process. As for the assessments on technology acceptance and learning satisfaction, students with low prior knowledge considered that the Web-based Inquiry-based Learning Model with the Collaborative Annotation Tool was more helpful for them than the one with the Discussion Board Tool, and they also showed a higher significant level of learning satisfaction.
Lastly, based on the research results, this study suggests that the advantages of the tool can be used to further develop a series of promotion courses, and the use of critical thinking learning can be extended to the teaching for teachers. Also, this study suggests that the long-term in-depth explorations of the interactive course behavior of inquiry-based learning, transfer of learning, and other relevant studies can be conducted in the future, hoping to provide as new directions of topics for the research field when promoting information literacy instruction.		en_US
dc.description.tableofcontents 目次
摘要 i
Abstract ii
目次 iii
表次 v
圖次 vii
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 3
第三節 研究問題 4
第四節 研究範圍與限制 5
第五節 重要名詞界定 6
第二章 文獻探討 10
第一節 資訊素養教育之現況與資訊評估教學 10
第二節 資訊素養教育與探究式學習 15
第三節 線上閱讀標註工具輔助探究式學習 19
第四節 先備知識、認知風格、科技接受度 25
第五節 研究結果分析 29
第三章 研究方法 32
第一節 研究架構 32
第二節 研究設計 35
第三節 研究流程 36
第四節 研究對象 41
第五節 研究工具 42
第六節 資料蒐集與分析 54
第四章 實驗結果與分析 57
第一節 採用不同工具之學生在學習成效、認知負荷、科技接受度及學習滿意度分析 57
第二節 採用不同工具對於不同先備知識能力的學生在學習成效、認知負荷、科技接受度及學習滿意度分析 61
第三節 採用不同工具對於不同認知風格學生在學習成效、認知負荷、科技接受度以及學習滿意度分析 69
第四節 綜合討論 75
第五章 結論 83
第一節 研究結論 83
第二節 教學實施建議 86
第三節 未來研究方向 87
參考文獻 89
附錄 A 學習成效測驗試題 99
附錄 B團體嵌圖測驗 102
附錄 C認知負荷量表 110
附錄 D科技接受量表 111
附錄 E學習滿意度問卷 112
附錄 F實驗組教材標註範例 113		zh_TW
dc.format.extent 4551177 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0104913014en_US
dc.subject (關鍵詞) 資訊素養教育zh_TW
dc.subject (關鍵詞) 合作標註工具zh_TW
dc.subject (關鍵詞) 先備知識zh_TW
dc.subject (關鍵詞) 認知風格zh_TW
dc.subject (關鍵詞) 科技接受模式zh_TW
dc.subject (關鍵詞) Information literacy instructionen_US
dc.subject (關鍵詞) Collaborative annotation toolen_US
dc.subject (關鍵詞) Prior knowledgeen_US
dc.subject (關鍵詞) Cognitive styleen_US
dc.subject (關鍵詞) Technology acceptance modelen_US
dc.title (題名) 合作式標註工具輔助網路探究式學習在資訊素養教育之成效評估研究zh_TW
dc.title (題名) The Effects of Web-based Inquiry-based Learning with Collaborative Reading Annotation Support on Information Literacy Instructionen_US
dc.type (資料類型) thesisen_US
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