合作學習情境中師資培育生教案發展之協作資訊行為

Preservice Teachers' Collaborative Information Behavior while Developing Curriculum in Cooperative Learning Contexts

楊琬琳(Wan-Lin Yang) ； 蔡天怡(Tien-I Tsai)

《圖書資訊學刊》 16卷1期 (2018/06) Pp. 109-139

https://doi.org/10.6182/jlis.201806_16(1).109

摘要

本研究旨在探究師資生於發展教案之協作資訊行為及其合作經驗，針對一所研究型大學三門以合作發展教案為目標之課程學生進行問卷調查，再從70份有效問卷之參與者中招募14位師資生進行深度訪談。研究結果顯示，整體而言，師資生進行共同瀏覽、搜尋與組織資訊等明確的協作資訊行為大多僅發生於合作任務分工之前。合作歷程中，協作資訊行為發生頻率高者多來自分工與合作並重之組別，且以扮演協調者角色的師資生及投入任務相關社交時間較多者尤然。具備上述特質的師資生，往往也運用較多種類之線上工具，其感知合作成果亦較理想。本研究據此針對促成合作學習與協作資訊行為教學實務、師資培育實務，及未來研究三方面提出具體建議。

關鍵字

資訊行為 ； 協作資訊行為 ； 合作學習 ； 教案發展 ； 師資培育

並列摘要

The purpose of this study is to examine the collaborative information behavior (CIB) and experiences of preservice teachers while developing curriculum in small groups. A survey was conducted with 70 students from three courses in a teacher preparation program in Taiwan, and followed up with 14 voluntary interviews among survey participants. The three courses that participants were taking share the same learning goal-promoting preservice teachers' ability to develop curriculum through teamwork. Results show that specific CIBs, such as co-browse and co-search, only occurred prior to labor-distribution stage. In the process of curriculum development, preservice teachers who exhibited CIB more frequently typically came from teamwork/labor-distribution balanced groups, and tended to use a wider variety of online tools; compared to their low-frequency CIB counterparts, high-frequency CIB students also held more positive attitudes towards their perceived project outcome. Suggestions for facilitating cooperative learning, for future teacher education, as well as for future research, are provided based on the findings of the present study.

並列關鍵字

Information Behavior ； Collaborative Information Behavior ； Cooperative Learning ； Curriculum Development ； Teacher Education

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