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題名 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作者 蔡佩真 貢獻者 洪煌堯
蔡佩真關鍵詞 知識翻新
知識論壇平台
電腦支援協作學習
節能減碳日期 2010 上傳時間 5-九月-2013 15:31:05 (UTC+8) 摘要 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.參考文獻 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. 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國立政治大學
教育研究所
98152014
99資料來源 http://thesis.lib.nccu.edu.tw/record/#G0098152014 資料類型 thesis dc.contributor.advisor 洪煌堯 zh_TW dc.contributor.author (作者) 蔡佩真 zh_TW dc.creator (作者) 蔡佩真 zh_TW dc.date (日期) 2010 en_US dc.date.accessioned 5-九月-2013 15:31:05 (UTC+8) - dc.date.available 5-九月-2013 15:31:05 (UTC+8) - dc.date.issued (上傳時間) 5-九月-2013 15:31:05 (UTC+8) - dc.identifier (其他 識別碼) G0098152014 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/60465 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 教育研究所 zh_TW dc.description (描述) 98152014 zh_TW dc.description (描述) 99 zh_TW dc.description.abstract (摘要) 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。 zh_TW dc.description.abstract (摘要) 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. en_US dc.description.tableofcontents 謝誌 I摘要 IIAbstract III目錄 IV表目錄 V圖目錄 VII第一章 緒論 1第一節 研究動機與目的 1第二節 研究問題 3第三節 重要名詞釋義 5第四節 研究範圍與研究限制 7第二章 文獻探討 8第一節 知識翻新 8第二節 合作學習 19第三節 電腦支援協作學習 24第四節 節能減碳概念 29第三章 研究方法 36第一節 研究設計 36第二節 教學環境 38第三節 資料來源與分析 46第四章 研究結果 58第一節 知識論壇平台之想法互動歷程分析 58第二節 知識論壇平台之想法內容整理分析 65第三節 知識論壇平台之想法品質分析 83第四節 節能減碳概念理解之差異 87第五章 結果討論與建議 89第一節 結果討論 89第二節 建議 93第三節 未來研究建議 98參考文獻 100附錄 106 zh_TW dc.format.extent 3436767 bytes - dc.format.mimetype application/pdf - dc.language.iso en_US - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0098152014 en_US dc.subject (關鍵詞) 知識翻新 zh_TW dc.subject (關鍵詞) 知識論壇平台 zh_TW dc.subject (關鍵詞) 電腦支援協作學習 zh_TW dc.subject (關鍵詞) 節能減碳 zh_TW dc.title (題名) 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 zh_TW dc.title (題名) Effects of knowledge building activities on elementary school students’ conception of energy saving and carbon reduction en_US dc.type (資料類型) thesis en dc.relation.reference (參考文獻) 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. 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