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題名 設計導向的知識翻新學習對師資培育生教學知識之影響
Effects of design-based knowledge building on pre-service teachers’ teaching knowledge作者 蔡函汝
Tsai, Han Ju貢獻者 洪煌堯
Hong, Huang Yao
蔡函汝
Tsai, Han Ju關鍵詞 知識翻新
設計導向學習
教學知識
師資培育生
knowledge building
design-based learning
teaching knowledge
pre-service teachers日期 2013 上傳時間 29-Jul-2014 16:15:56 (UTC+8) 摘要 本研究探討設計導向的知識翻新學習對師培生的學習有何影響，包括探討其學習結果與學習歷程，同時本研究也分析各學習分組間的差異。研究對象為修習教學媒體與操作課程之44位師培生，以小組為單位進行課程，每組4至5人，共分為10組，採個案研究法。資料來源包括：(1)師培生三次教案設計；(2)師培生三次教案設計之組內討論；(3)師培生三次教案設計後同儕回饋。資料分析方式說明如下：其一、將三次教案設計根據改編的教案評量表進行教案品質評分，透過相依樣本無母數檢定，比較其成果是否有所改變。其二、根據Mishra和Koehler（2006）所提出之七項教學知識架構，將三次基於教案設計的小組討論及同儕回饋進行編碼，以了解各組想法及回饋中所包含的教學知識有何改變；並以想法類別編碼分析各組師培生討論之想法有何差異。其三、利用集群分析各學習小組，比較不同集群之間學習成果與學習歷程之異同，並藉由質性分析探討各小組如何討論及設計教案，並剖析差異原因。主要研究結果如下：(1)師培生整體教案設計品質提升，其中又在教學創新及創意表現向度（Z= 2.87，p < .01）與教學架構向度（Z=2.55，p < .05）上有顯著成長。(2)在各組教案設計討論過程中，發現包含一項教學知識的想法數量有顯著減少趨勢（Z=-2.81，P<.01）；在各組收到的回饋中也發現，回饋包含兩項教學知識者於期末則有明顯成長趨勢（Z= 2.19，p < .05）。(3)利用集群分析將各組師培生教案設計所討論的想法進行分類，結果得到兩大集群，其一在認知及後設認知類型想法中產出較多，命名為想法高產出組；另一群則相反，命名為想法低產出組。此外研究還發現，想法高產出組在教案設計之創新及創意面向（t=2.33，p<.05）、教學媒體及科技面向（t=2.80，p<.05）顯著高於低想法產出組，也較低產出組能產出更多認知及後設認知類型討論想法。綜上述而言，本研究發現設計導向的知識翻新學習歷程有助於師培生教學媒體教案設計之翻新，並提升師培生在討論及回饋中融合運用教學知識之能力。此外亦發現，能提出較多高階類型想法組別，其教案設計之創新程度、科技使用品質及給予他組回饋的表現上，相較之下也較佳。本研究建議教師在教學上應同時兼顧師培生討論數量及品質，鼓勵學生不斷提升討論的想法層次，並適時介入低產出組學生討論之中，協助學生不斷改進其教案設計的想法，以提升其教案設計所需的相關教學知識。
The purpose of this research was to investigate the effects of design-based knowledge building on pre-service teachers’ teaching knowledge. This research adopted a case study design. Participants were 44 undergraduate pre-service teachers who engaged in a course pertaining to the design of instructional media. They were divided into 10 learning groups. Data sources included: (1) pre-service teachers’ design of three lesson plans; (2) pre-service teachers’ discussion within groups; and (3) peer feedback after presentation of each group’s lesson plan. The process of data analysis is as follows: First, lesson plans were assessed by an evaluation form, and then analyzed by using nonparametric tests to see if there was any change in the design of lesson plans. Second, the three discussion and peer-feedback activities within each group were analyzed by open coding using two different coding schemes: “Technological Pedagogical Content Knowledge—TPACK” (Mishra & Koehler, 2006), and quality of ideas. Third, using cluster analysis to divide 10 groups into different clusters, this study further compared students’ learning processes and outcomes between groups.The findings were as follows: (1) It was found that the design quality of lesson plans were enhanced, especially in terms of the innovative and creative teaching performance dimension (Z = 2.87, p <.01) and the design framework dimension (Z = 2.55, p <.05); (2) In the course of group discussion, teaching ideas that contained only one type of teaching knowledge (e.g., content knowledge) had decreased significantly (Z=-2.81，P<.01). Teaching feedback (received from other groups) regarding two types of teaching knowledge (e.g., pedagogical content knowledge) increased significantly (Z= 2.19，p < .05). (3) Using cluster analysis, this study classified 10 groups into 2 clusters based on groups’ discussion about teaching ideas. One cluster outperformed in both cognitive and meta-cognitive types of teaching ideas was named high-productive cluster; the other cluster was named less-productive cluster. High-productive cluster was superior to low-productive cluster in terms of the “Innovative and Creative Teaching” and “Instructional Media and Technology Use” dimensions for lesson plans, and in terms of the quality of feedback they provided to their peer groups. The main findings were as follows: (1) Design-based knowledge building helps pre-service teachers’ to design more innovatively their lesson plans and to enhance their teaching knowledge; (2) It was found that the groups who could work more creatively with ideas could also produce more innovative lesson plans, and were also more likely to give away quality feedback to other peer groups. Based on the findings, it is suggested that teachers should not just pay attention to the quantity of discussion posts, but also the quality of idea discussed. It is also important to encourage student to work innovatively and collaboratively with ideas during discussion. 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國立政治大學
教育研究所
101152001
102資料來源 http://thesis.lib.nccu.edu.tw/record/#G0101152001 資料類型 thesis dc.contributor.advisor 洪煌堯 zh_TW dc.contributor.advisor Hong, Huang Yao en_US dc.contributor.author (Authors) 蔡函汝 zh_TW dc.contributor.author (Authors) Tsai, Han Ju en_US dc.creator (作者) 蔡函汝 zh_TW dc.creator (作者) Tsai, Han Ju en_US dc.date (日期) 2013 en_US dc.date.accessioned 29-Jul-2014 16:15:56 (UTC+8) - dc.date.available 29-Jul-2014 16:15:56 (UTC+8) - dc.date.issued (上傳時間) 29-Jul-2014 16:15:56 (UTC+8) - dc.identifier (Other Identifiers) G0101152001 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/67924 - 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) 101152001 zh_TW dc.description (描述) 102 zh_TW dc.description.abstract (摘要) 本研究探討設計導向的知識翻新學習對師培生的學習有何影響，包括探討其學習結果與學習歷程，同時本研究也分析各學習分組間的差異。研究對象為修習教學媒體與操作課程之44位師培生，以小組為單位進行課程，每組4至5人，共分為10組，採個案研究法。資料來源包括：(1)師培生三次教案設計；(2)師培生三次教案設計之組內討論；(3)師培生三次教案設計後同儕回饋。資料分析方式說明如下：其一、將三次教案設計根據改編的教案評量表進行教案品質評分，透過相依樣本無母數檢定，比較其成果是否有所改變。其二、根據Mishra和Koehler（2006）所提出之七項教學知識架構，將三次基於教案設計的小組討論及同儕回饋進行編碼，以了解各組想法及回饋中所包含的教學知識有何改變；並以想法類別編碼分析各組師培生討論之想法有何差異。其三、利用集群分析各學習小組，比較不同集群之間學習成果與學習歷程之異同，並藉由質性分析探討各小組如何討論及設計教案，並剖析差異原因。主要研究結果如下：(1)師培生整體教案設計品質提升，其中又在教學創新及創意表現向度（Z= 2.87，p < .01）與教學架構向度（Z=2.55，p < .05）上有顯著成長。(2)在各組教案設計討論過程中，發現包含一項教學知識的想法數量有顯著減少趨勢（Z=-2.81，P<.01）；在各組收到的回饋中也發現，回饋包含兩項教學知識者於期末則有明顯成長趨勢（Z= 2.19，p < .05）。(3)利用集群分析將各組師培生教案設計所討論的想法進行分類，結果得到兩大集群，其一在認知及後設認知類型想法中產出較多，命名為想法高產出組；另一群則相反，命名為想法低產出組。此外研究還發現，想法高產出組在教案設計之創新及創意面向（t=2.33，p<.05）、教學媒體及科技面向（t=2.80，p<.05）顯著高於低想法產出組，也較低產出組能產出更多認知及後設認知類型討論想法。綜上述而言，本研究發現設計導向的知識翻新學習歷程有助於師培生教學媒體教案設計之翻新，並提升師培生在討論及回饋中融合運用教學知識之能力。此外亦發現，能提出較多高階類型想法組別，其教案設計之創新程度、科技使用品質及給予他組回饋的表現上，相較之下也較佳。本研究建議教師在教學上應同時兼顧師培生討論數量及品質，鼓勵學生不斷提升討論的想法層次，並適時介入低產出組學生討論之中，協助學生不斷改進其教案設計的想法，以提升其教案設計所需的相關教學知識。 zh_TW dc.description.abstract (摘要) The purpose of this research was to investigate the effects of design-based knowledge building on pre-service teachers’ teaching knowledge. This research adopted a case study design. Participants were 44 undergraduate pre-service teachers who engaged in a course pertaining to the design of instructional media. They were divided into 10 learning groups. Data sources included: (1) pre-service teachers’ design of three lesson plans; (2) pre-service teachers’ discussion within groups; and (3) peer feedback after presentation of each group’s lesson plan. The process of data analysis is as follows: First, lesson plans were assessed by an evaluation form, and then analyzed by using nonparametric tests to see if there was any change in the design of lesson plans. Second, the three discussion and peer-feedback activities within each group were analyzed by open coding using two different coding schemes: “Technological Pedagogical Content Knowledge—TPACK” (Mishra & Koehler, 2006), and quality of ideas. Third, using cluster analysis to divide 10 groups into different clusters, this study further compared students’ learning processes and outcomes between groups.The findings were as follows: (1) It was found that the design quality of lesson plans were enhanced, especially in terms of the innovative and creative teaching performance dimension (Z = 2.87, p <.01) and the design framework dimension (Z = 2.55, p <.05); (2) In the course of group discussion, teaching ideas that contained only one type of teaching knowledge (e.g., content knowledge) had decreased significantly (Z=-2.81，P<.01). Teaching feedback (received from other groups) regarding two types of teaching knowledge (e.g., pedagogical content knowledge) increased significantly (Z= 2.19，p < .05). (3) Using cluster analysis, this study classified 10 groups into 2 clusters based on groups’ discussion about teaching ideas. One cluster outperformed in both cognitive and meta-cognitive types of teaching ideas was named high-productive cluster; the other cluster was named less-productive cluster. High-productive cluster was superior to low-productive cluster in terms of the “Innovative and Creative Teaching” and “Instructional Media and Technology Use” dimensions for lesson plans, and in terms of the quality of feedback they provided to their peer groups. The main findings were as follows: (1) Design-based knowledge building helps pre-service teachers’ to design more innovatively their lesson plans and to enhance their teaching knowledge; (2) It was found that the groups who could work more creatively with ideas could also produce more innovative lesson plans, and were also more likely to give away quality feedback to other peer groups. Based on the findings, it is suggested that teachers should not just pay attention to the quantity of discussion posts, but also the quality of idea discussed. It is also important to encourage student to work innovatively and collaboratively with ideas during discussion. Teachers should also try to intervene and help provide necessary scaffolds to the low-productive groups so as to encourage them to continuously improve their teaching ideas. en_US dc.description.tableofcontents 第一章 緒論 1第一節 研究背景與動機 1第二節 研究目的與待答問題 4第三節 重要名詞釋義 5第四節 研究範圍與限制 6第二章 文獻探討 9第一節 知識翻新 9第二節 設計導向的學習 13第三節 設計導向的知識翻新 20第四節 教學知識 24第三章 研究方法與實施 33第一節 研究設計 33第二節 研究對象 34第三節 教學設計 34第四節 研究實施程序 41第五節 資料蒐集與分析 42第四章 結果與分析 51第一節 學習成果的改變 51第二節 學習歷程的改變 57第三節 各小組之間差異 66第四節 小組個案探討 72第五章 結論與建議 95第一節 結論 95第二節 建議 100參考書目 105 zh_TW dc.format.extent 1835782 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/#G0101152001 en_US dc.subject (關鍵詞) 知識翻新 zh_TW dc.subject (關鍵詞) 設計導向學習 zh_TW dc.subject (關鍵詞) 教學知識 zh_TW dc.subject (關鍵詞) 師資培育生 zh_TW dc.subject (關鍵詞) knowledge building en_US dc.subject (關鍵詞) design-based learning en_US dc.subject (關鍵詞) teaching knowledge en_US dc.subject (關鍵詞) pre-service teachers en_US dc.title (題名) 設計導向的知識翻新學習對師資培育生教學知識之影響 zh_TW dc.title (題名) Effects of design-based knowledge building on pre-service teachers’ teaching knowledge en_US dc.type (資料類型) thesis en dc.relation.reference (參考文獻) 王保堤、游光昭、王鼎銘（2006）。設計導向課程對學生科技創造力影響之研究。新竹教育大學學報，22，77-103。沈中偉（2004）。科技與學習：理論與實務。臺北：心理。林育沖（2011）。樂高設計教學影響國小學生科技學習成效之實驗研究。臺灣師範大學科技應用與人力資源發展學系博士論文，臺北市。林祖強（2011）。職前生物教師資訊科技融入學科教學知識(TPCK)發展之研究。國立臺灣師範大學生命科學研究所博士論文，未出版，臺北市。林偉文（2002）。國民中小學學校組織文化、教師創意教學潛能與創意教學的關係。國立政治大學教育研究所博士論文，未出版，臺北市。邱皓政（2010）。量化研究與統計分析SPSS（PASW）資料分析範例（第五版）。臺北市：五南。徐式寬、關秉寅（2011）。國民中小學教師資訊融入教學素養評量表之建構與調查。科學教育學刊，19（4），335-357。孫敏芝（2006）。實習教師學科教學知識之探討：教學設計與教學實務。教育研究與發展期刊，2（2），67-92。高文（譯）（2000）。設計與教學設計（原作者：G. 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