- 期刊
愛上統計實作，不再複製人生－結合認知負荷理論及經驗學習圈的教學實踐
Fall in Love with Statistical Practice, Not Just Copy and Paste: A Teaching Practice Combining Cognitive Load Theory and Kolb's Learning Cycle
摘要
本研究基於認知負荷理論觀點，透過課程設計改良學習的外在認知負荷，利用做中學產生增生認知負荷，進而討論認知負荷理論及經驗學習圈理論交互作用的動態學習模式。本研究量性分析結果顯示：透過做中學的方式，學生願意為學習而努力的程度提高，同時也更能吸引學生投入並專注學習，且多數學生認為實作方式較紙筆測驗能表現其努力程度；質性訪談的主題分析結果分有四面向：詮釋及概念化數據分析的教學發現、學習方式的轉變、面對創新學習的壓力與挑戰、有效學習的建議。整體而言，本研究的課程設計將單向知識接受者或是侷限在課室中的學習模式，轉變為包括了批判性的思考、驗證資訊的能力及邏輯訓練與表達更高層次的學習，而教學能否有效的關鍵，在於授課教師扮演有效促進學習的角色。
並列摘要
This project is based on the Cognitive Load Theory and adopt the dynamic learning mode of the Experiential Learning Cycle. This project attempts to improve the external cognitive load of learning through the design of the curriculum, and consider learning by doing as cognitive activities that are beneficial to learning which can be the extra cognitive load to facilitate learning. The results of the survey show that students are more willing to work harder for their studies and more attractive and focus to their studies when they learn by doing. Compared with the traditional evaluation such as taking exams, the students consider practice is the better way to show the effort they paid in the result. The results of focus group discussion are divided into four aspects: the discovery of interpretation and conceptualization data, the change of learning style, the pressure and challenges of facing innovative learning, and the effective suggestion of learning. Therefore, Self- learning transforms one-way knowledge recipients into the reflective learning including critical thinking, information verification, and logic training and expression. The key to effective teaching is the teacher's role in promoting learning.