| dc.contributor | 師資培育中心 | - |
| dc.creator (作者) | 葉玉珠 | zh_TW |
| dc.creator (作者) | Yeh,Yu-Chu | en_US |
| dc.date (日期) | 2009 | - |
| dc.date.accessioned | 12-Aug-2009 11:19:20 (UTC+8) | - |
| dc.date.available | 12-Aug-2009 11:19:20 (UTC+8) | - |
| dc.date.issued (上傳時間) | 12-Aug-2009 11:19:20 (UTC+8) | - |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/29551 | - |
| dc.description.abstract (摘要) | The Direct-instruction Model favors the use of teacher explanations and modeling combined with student practice and feedback to teach thinking skills. Using this paradigm, this study incorporates e-learning during an 18-week experimental instruction period that includes 48 preservice teachers. The instructional design in this study emphasizes scaffolding, observational learning, mastery of critical-thinking skills, guided practices, cooperative learning, providing feedback, self-reflection, online discussions, and active participation in an online learning community. This study employs 2 critical-thinking tests, 2 inventories, and 1 open-ended reflection questionnaire; and students’ scores on the pretest and posttest are compared via the Repeated Measure Analysis of Variance. The primary findings are as follows: (a) all participants preferred the instructional design in this study; (b) the experimental instruction effectively improved the preservice teachers’ critical-thinking ability as well as their professional knowledge and personal teaching efficacy concerning critical-thinking instruction; (c) the mechanisms contributing to the effectiveness of the experimental instruction mainly included discussing and sharing, observational learning, self-reflection, guided practice, and the learning community. | en_US |
| dc.format.extent | 317529 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.language | en_US | en |
| dc.language.iso | en_US | - |
| dc.relation (關聯) | Instructional Science, 37, 185-203 | en |
| dc.subject (關鍵詞) | E-learning;Direct-instruction Model;Critical thinking;Learning community;Online discussion;Guided practice;Preservice teacher | en_US |
| dc.title (題名) | Integrating e-learning into the Direct-instruction Model to enhance the effectiveness of critical-thinking instruction | en |
| dc.type (資料類型) | article | en |
| dc.identifier.doi (DOI) | 10.1007/s11251-007-9048-z | en_US |
| dc.doi.uri (DOI) | http://dx.doi.org/10.1007/s11251-007-9048-z | en_US |
