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題名 電腦支援協作知識翻新教學與提升學生科學理論本質理解之相關研究
Exploring the Relationships between Computer-Supported Collaborative Knowledge Building and Students’ Understanding of the Nature of Scientific Theories
作者 李佩蓉
Li, Pei Jung
貢獻者 洪煌堯
Hong, Huang Yao
李佩蓉
Li, Pei Jung
關鍵詞 科學理論本質
知識翻新教學法
電腦支援協作學習
Nature of scientific theories
knowledge building
computer-supported collaborative learning
日期 2013
上傳時間 1-Jul-2014 12:20:56 (UTC+8)
摘要 本研究旨在探討，基於知識翻新教學（knowledge building pedagogy）所建立的電腦支援協作學習環境，能否協助提昇學生對科學理論本質的理解。研究對象為52位修習「自然科學概論」課程的大學生。教學設計以知識翻新教學法為原則，並輔以知識論壇（Knowledge Forum）線上合作學習平台。
資料來源包括：（1）學期前後對科學理論本質理解之開放式問卷；（2）平台討論內容；（3）平台活動量(包括貼文數、回文數等數據資料等)。資料分析採用質性內容分析法及量化成對T考驗、卡方考驗等方式。
研究結果指出：(1)經由知識翻新教學，學生於學期後對科學理論本質理解產生顯著轉變。學生對科學理論本質的觀點，在期初較偏向邏輯實證主義：認為理論主要來自於對自然界的觀察、發現；或視理論為絕對客觀、正確的實驗結果；或認為理論主要是經由科學家個人所產生，並且是一種具有權威性且不可改變的存在。然而，在期末時，學生對理論本質的理解則轉變為比較建構取向的理解：認為理論是科學家或科學社群的發明，其結果受社會與人文因素等影響；或認為理論本身可以透過某些標準被評價，例如解釋力、適當性、邏輯流暢度等，因此理論能夠被不斷翻新修正。(2)學生在學習平台上進行探究活動中呈現的科學概念層次隨時間經過而不斷進步。學生在後半學期能使用更明確而具體的科學訊息、證據，對議題進行討論。(3)最後，學生對科學理論本質理解的轉變，以及其科學探究概念層次的高低，皆與其在平台活動量（如參與程度等）有正向關連。
針對上述結果，本研究提出相關討論與建議，以供現場教師或未來研究者之用。
The aim of this study was to investigate whether students can develop a better understanding of the nature of scientific theories after engaging in a computer supported collaborative knowledge building environment. Participants were 52 undergraduate students who took a course about nature sciences. The instruction of this course was designed based on knowledge building pedagogy, using Knowledge Forum as a tool for students to construct their theories about scientific phenomena through online collaboration.
Data sources included: （1） a pre-post open-ended questionnaire that investigated students’ understanding of the nature of scientific theories; （2） the content of an online forum in which students posted their ideas; （3） students’ activities in the forum, for instance, number of students’ notes contributed, or number of notes built-on to each other’s notes. Data were analyzed through both qualitative and quantitative methods. From a qualitative perspective, we used content analysis to evaluate the quality of students’ discussion; from a quantitative perspectivea, paired t-test and chi-square were used to examine students’ change of views regarding the nature of scientific theories after the course.
The results showed that after a semester, students were able to develop a more constructivist-oriented view toward the nature of scientific theories. Their view shifted from a more positivist-oriented perspective to a more constructivist-oriented one. Further, the finding showed that there was significant improvement in students’ scientific inquiry as reflected in the progressively more sophisticated levels of the scientific concepts discussed online. Moreover, it was found that there was a statistically significant, positive correlation between students’ enhanced understanding of the nature of scientific theory and the intensity of students’ online activities. Additionally, the results also indicated that there was a significant, positive correlation between the depth of students’ scientific inquiry ( as reflected in the concepts inquired and discussed online) and the extent of students’ online activities. Some further suggestions and implications were also discussed in the study.
參考文獻 中文文獻
孔恩（1994）。科學革命的結構（程樹德、傅大為、王道還、錢永祥，譯）。臺北市：遠流。（原著第一版出版於1962年）
丹尼爾˙品克（2006）。未來在等待的人才（查修傑，譯）。臺北市：大塊文化。（原著第一版出版於2005年）
李悅美（2002）。國民小學高年級學童科學本質觀之研究。臺北市立師範學院科學教育研究所碩士論文，未出版，臺北市。
佐藤學（2012）。學習的革命：從教室出發的改革（黃郁倫、鍾啟泉，譯）。臺北市：天下雜誌。
郭重吉、許玫理（1992）。從科學哲學觀點的演變探討科學教育的過去與未來。彰化師範大學學報，3，531-560。
翁秀玉、段曉林（1997）。科學本質在科學教育上的啟示與做法。科學教育月刊，201， 2-15。
張巨青、吳寅華（1994）。邏輯與歷史──現代科學方法論的嬗變。臺北市：淑馨。
許玫理、郭重吉（1993）。我國國民中學自然科學教師科學哲學觀點之調查研究。科學教育， 4，183-236。
勞登（1992）。科學的進步與問題（陳衛平，譯）。臺北市：桂冠。（原著第一版出版於1977年）
黃政傑、林佩璇（1996）。合作學習。臺北市：五南。
舒煒光、邱宗仁（1991）。當代西方科學哲學述評。臺北市：水牛。
溫明正（2002）。我國國民小學教學軟體應用與相關措施調查研究。國立臺北師範學院國民教育研究所碩士論文，未出版，臺北市。
詹志禹 （1996）。認識與知識：建構論 vs. 接受觀。教育研究，49，25-38。
鐘建坪（2010）。引導式建模探究教學架構初探。科學教育月刊，328，2-18。




English Reference
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Abimbola, I. O. (1983). The relevance of the ―new philosophy of science for the science curriculum. School Science and Mathematics, 83, 181-193.
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American Association for the Advancement of Science (1993). Benchmarks for science literacy. Retrieved from http://www.project2061.org/publications/bsl/online/index.php
Chan, C. K. (2013) Collaborative knowledge building: toward a knowledge creation perspective. The international handbook of collaborative learning (pp. 437-461). Abingdon: Routledge.
Chuy, M., Scardamalia, M., Bereiter, C., Prinsen, F., Resendes, M., Messina, R., Hunsburger, W., Teplovs, C., & Chow, A. (2010). Understanding the nature of science and scientific progress: A theory-building approach. Canadian Journal of Learning and Technology/La revue canadienne de l’apprentissage et de la technologie, 36(1).
Collins, A., & Halverson, R. (2010). The Second Educational Revolution: Rethinking Education in the Age of Technology. Journal of Computer Assisted Learning, 26(1),18-27.
Deng, F., Chen, D. T., Tsai, C. C., & Chai, C. S. (2011). Students` views of the nature of science: A critical review of research. Science Education, 95(6), 961-999.
Gallagher, J.J.(1991).Prospective and practicing secondary school science teachers` knowledge and beliefs about the philosophy of science. Science Education,75(1), 121-133.
Hoffman, J. L., Wu, H. K., Krajcik, J. S., & Soloway, E. (2003). The nature of middle school learners` science content understandings with the use of on‐line resources. Journal of Research in Science Teaching, 40(3), 323-346.
Hong, H.-Y., Scardamalia, M., & Zhang, J. (2010). Knowledge Society Network: Toward a dynamic, sustained network for building knowledge. Canadian Journal of Learning And Technology / La Revue Canadienne De L’Apprentissage Et De La Technologie, 36(1).
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描述 碩士
國立政治大學
教育研究所
101152005
102
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0101152005
資料類型 thesis
dc.contributor.advisor 洪煌堯zh_TW
dc.contributor.advisor Hong, Huang Yaoen_US
dc.contributor.author (Authors) 李佩蓉zh_TW
dc.contributor.author (Authors) Li, Pei Jungen_US
dc.creator (作者) 李佩蓉zh_TW
dc.creator (作者) Li, Pei Jungen_US
dc.date (日期) 2013en_US
dc.date.accessioned 1-Jul-2014 12:20:56 (UTC+8)-
dc.date.available 1-Jul-2014 12:20:56 (UTC+8)-
dc.date.issued (上傳時間) 1-Jul-2014 12:20:56 (UTC+8)-
dc.identifier (Other Identifiers) G0101152005en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/67184-
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) 101152005zh_TW
dc.description (描述) 102zh_TW
dc.description.abstract (摘要) 本研究旨在探討，基於知識翻新教學（knowledge building pedagogy）所建立的電腦支援協作學習環境，能否協助提昇學生對科學理論本質的理解。研究對象為52位修習「自然科學概論」課程的大學生。教學設計以知識翻新教學法為原則，並輔以知識論壇（Knowledge Forum）線上合作學習平台。
資料來源包括：（1）學期前後對科學理論本質理解之開放式問卷；（2）平台討論內容；（3）平台活動量(包括貼文數、回文數等數據資料等)。資料分析採用質性內容分析法及量化成對T考驗、卡方考驗等方式。
研究結果指出：(1)經由知識翻新教學，學生於學期後對科學理論本質理解產生顯著轉變。學生對科學理論本質的觀點，在期初較偏向邏輯實證主義：認為理論主要來自於對自然界的觀察、發現；或視理論為絕對客觀、正確的實驗結果；或認為理論主要是經由科學家個人所產生，並且是一種具有權威性且不可改變的存在。然而，在期末時，學生對理論本質的理解則轉變為比較建構取向的理解：認為理論是科學家或科學社群的發明，其結果受社會與人文因素等影響；或認為理論本身可以透過某些標準被評價，例如解釋力、適當性、邏輯流暢度等，因此理論能夠被不斷翻新修正。(2)學生在學習平台上進行探究活動中呈現的科學概念層次隨時間經過而不斷進步。學生在後半學期能使用更明確而具體的科學訊息、證據，對議題進行討論。(3)最後，學生對科學理論本質理解的轉變，以及其科學探究概念層次的高低，皆與其在平台活動量（如參與程度等）有正向關連。
針對上述結果，本研究提出相關討論與建議，以供現場教師或未來研究者之用。		zh_TW
dc.description.abstract (摘要) The aim of this study was to investigate whether students can develop a better understanding of the nature of scientific theories after engaging in a computer supported collaborative knowledge building environment. Participants were 52 undergraduate students who took a course about nature sciences. The instruction of this course was designed based on knowledge building pedagogy, using Knowledge Forum as a tool for students to construct their theories about scientific phenomena through online collaboration.
Data sources included: （1） a pre-post open-ended questionnaire that investigated students’ understanding of the nature of scientific theories; （2） the content of an online forum in which students posted their ideas; （3） students’ activities in the forum, for instance, number of students’ notes contributed, or number of notes built-on to each other’s notes. Data were analyzed through both qualitative and quantitative methods. From a qualitative perspective, we used content analysis to evaluate the quality of students’ discussion; from a quantitative perspectivea, paired t-test and chi-square were used to examine students’ change of views regarding the nature of scientific theories after the course.
The results showed that after a semester, students were able to develop a more constructivist-oriented view toward the nature of scientific theories. Their view shifted from a more positivist-oriented perspective to a more constructivist-oriented one. Further, the finding showed that there was significant improvement in students’ scientific inquiry as reflected in the progressively more sophisticated levels of the scientific concepts discussed online. Moreover, it was found that there was a statistically significant, positive correlation between students’ enhanced understanding of the nature of scientific theory and the intensity of students’ online activities. Additionally, the results also indicated that there was a significant, positive correlation between the depth of students’ scientific inquiry ( as reflected in the concepts inquired and discussed online) and the extent of students’ online activities. Some further suggestions and implications were also discussed in the study.		en_US
dc.description.tableofcontents 目錄..……..…………………………………………………………………………... I
表目錄.......…………………………………………………………………………... II
圖目錄.......………..………………………………………………………………… III
第一章 緒論..………………………….……………...……………………….…1
第一節 研究動機..………………….……………………………………...……1
第二節 研究目的與待答問題..………………………………………………... 3
第三節 重要名詞釋義..………………………………………………………... 4
第四節 研究範圍與限制..……………………………………………………... 5
第二章 文獻探討..………………………………………...……………………. 7
第一節 科學本質與科學理論本質..…………………………………………... 7
第二節 科學本質與科學理論本質在學習上之影響……………………..…..19
第三節 電腦支援協作學習……………………………………………………27
第四節 知識翻新教學法………………………………………………………30
第三章 研究方法……………………………………………...………………..33
第一節 研究設計與研究架構…………………………………………………33
第二節 教學設計………………………………………………………………35
第三節 研究工具………………………………………………………………42
第四節 研究流程………………………………………………………………43
第五節 資料分析與處理………………………………………………………45
第四章 研究結果……………………………………...…………………….….55
第一節 學生學期前後對科學理論本質理解之變化…………………………55
第二節 學生於知識論壇平台活動內涵………………………………………63
第三節 學生理解轉變及科學探究概念層次與平台活動之關聯……………71
第五章 討論與建議…………………………………………...…………..……78
第一節 結果討論………………………………………………………………78
第二節 建議……………………………………………………………………82
參考文獻……………………………………………………………………………..86		zh_TW
dc.format.extent 1762643 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/#G0101152005en_US
dc.subject (關鍵詞) 科學理論本質zh_TW
dc.subject (關鍵詞) 知識翻新教學法zh_TW
dc.subject (關鍵詞) 電腦支援協作學習zh_TW
dc.subject (關鍵詞) Nature of scientific theoriesen_US
dc.subject (關鍵詞) knowledge buildingen_US
dc.subject (關鍵詞) computer-supported collaborative learningen_US
dc.title (題名) 電腦支援協作知識翻新教學與提升學生科學理論本質理解之相關研究zh_TW
dc.title (題名) Exploring the Relationships between Computer-Supported Collaborative Knowledge Building and Students’ Understanding of the Nature of Scientific Theoriesen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) 中文文獻
孔恩（1994）。科學革命的結構（程樹德、傅大為、王道還、錢永祥，譯）。臺北市：遠流。（原著第一版出版於1962年）
丹尼爾˙品克（2006）。未來在等待的人才（查修傑，譯）。臺北市：大塊文化。（原著第一版出版於2005年）
李悅美（2002）。國民小學高年級學童科學本質觀之研究。臺北市立師範學院科學教育研究所碩士論文，未出版，臺北市。
佐藤學（2012）。學習的革命：從教室出發的改革（黃郁倫、鍾啟泉，譯）。臺北市：天下雜誌。
郭重吉、許玫理（1992）。從科學哲學觀點的演變探討科學教育的過去與未來。彰化師範大學學報，3，531-560。
翁秀玉、段曉林（1997）。科學本質在科學教育上的啟示與做法。科學教育月刊，201， 2-15。
張巨青、吳寅華（1994）。邏輯與歷史──現代科學方法論的嬗變。臺北市：淑馨。
許玫理、郭重吉（1993）。我國國民中學自然科學教師科學哲學觀點之調查研究。科學教育， 4，183-236。
勞登（1992）。科學的進步與問題（陳衛平，譯）。臺北市：桂冠。（原著第一版出版於1977年）
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