探究式資訊素養融入課程成效之四年長期研究

The Effects of Inquiry-Based Integrated Information Literacy Instruction: Four-Year Trends

林菁(Ching Lin) ； 顏仁德(Ren-De Yan) ； 黃財尉(Tsai-Wei Huang)

《教育資料與圖書館學》 51卷4期 (2014/09) Pp. 561-595

https://doi.org/10.6120/JoEMLS.2014.514/0629.RS.CM

摘要

本研究旨在檢視四年實施探究式資訊素養融入課程對國小學生記憶和理解融入學科內容之影響，並比較不同學業成就學生的差異趨勢。研究對象為嘉義地區一所國小的72位學生，他們從國小一年級即參與此研究，接受探究式資訊素養融入課程。此所國小實施由研究者及該國小老師共同設計的資訊素養課程，並利用Super3和Big6探究模式將其融入不同學習領域中。自國小一年級下學期開始，每一學期進行一個主題探究任務，至四年級下學期總共七次。搭配此七次探究式學習，本研究分別開發七個記憶與理解測驗，作為檢驗學生學習不同融入學科的成效。研究結果發現探究式資訊素養融入課程可幫助國小一至四年級學生記憶學科的知識，及理解學科的概念，並應用於新的情境中。無論何種學業成就的學生，只要能投入探究的學習過程中，均能有效的記憶與理解學科內容，但低成就學生可能需要較長的時間才能熟練資訊素養課程教導的學習策略。

關鍵字

探究式學習 ； 資訊素養 ； 記憶 ； 理解 ； 學業成就 ； 長期研究

並列摘要

The purpose of this study was to examine the effects of four-year integrated information literacy instruction via a framework of inquiry-based learning on elementary students' memory and comprehension. Moderating factors of students' academic achievement was another focus of this study. The subjects were 72 students who have participated in this study since they entered an elementary school in Chiayi district. This elementary school adopted the integrated information literacy instruction, designed by the researchers and elementary school teachers, and integrated it into various subject matters via a framework of inquiry-based learning, such as Super3 and Big6 models. A series of inquiry-based integrated information literacy instruction has been implemented since the second semester of the subjects' first grade. A total of seven inquiry learning projects has been implemented from grade one through grade four. Fourteen instruments were used as pretests and posttests to assess students' factual recall and conceptual understanding of subject contents in different projects. The results showed that inquiry-based integrated information literacy instruction could help students memorize facts and comprehend concepts of subject contents. Regardless of academic achievements, if students would like to devote their efforts to inquiry processes, their memory and comprehension of subject contents improved effectively. However, students of low-academic achievement might need more time to be familiar with the inquiry-based learning strategy.

並列關鍵字

Inquiry-based learning ； Information literacy ； Memory ； Comprehension ； Academic achievement ； Longitudinal study

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