Inquiry-based Learning with a Digital Humanities Research Platform's Support to Facilitate Students' Historical Investigation Performance

A historical investigation is a kind of inquiry-based learning, aiming to guide students' reading and analyzing processes of historical text to enhance the historical thinking. For this reason, a Digital Humanities Research Platform for Mr. Lo Chia-Lun's Writings (DHRP-MLCLW) with Perspective Change and Chronological Division Tool (PCCDT) is used for assisting senior high school students in inquiry-based learning activities of history course. It is expected to help learners understand historical investigation issues from different perspectives and aspects as well as enhance learners' understanding and inquiry abilities of interpreting historical text and context. With a pre-experimental research design, a total of 13 Grade 10 students in a senior high school in Taipei City, Taiwan, were recruited as the research participants for DHRP-MLCLW with PCCDT supported history inquiry course to examine whether learners significantly promote inquiry-based learning performance and to investigate students' learning satisfaction. Furthermore, lag sequential analysis (LSA) is applied to explore the effective behavior transition mode of learners with high learning performance. Semi-structured interview is also utilized for understanding learners' perception and suggestions about using the DHRP-MLCLW with PCCDT for history inquiry course. The research results show that DHRP-MLCLW with PCCDT supported history inquiry course could effectively enhance learners' learning performance and led to highly positive learning satisfaction. Moreover, the LSA results reveal that compared with the learners with low learning performance, the behavioral patterns among those with high learning performance using the DHRP-MLCLW with PCCDT for inquiry-based historical investigation better reflect the spirit of inquiry-based learning.

關鍵字

Inquiry-based Learning ； Digital Humanities and Technology ； Historical Investigation ； Assessment of Learning Performance ； Learning Behavior Analysis

並列摘要

歷史調查是一種探究式學習，旨在引導學生在歷史文本的閱讀和探索過程中，提高歷史思維能力。本研究利用具觀點變遷與年代劃分之「羅家倫先生文存數位人文研究平臺」輔以高中生進行歷史探究學習，並採用前實驗研究設計，以臺灣臺北市一所高中的13名10年級學生為研究對象，探討此一平臺輔以進行歷史探究學習是否可以顯著促進探究式學習表現，並調查學習滿意度。此外，也採用滯後序列分析探討高學習成效學習者的有效平臺操作行為轉移模式。結果顯示，此一平臺可以有效地提高學習成效，並導致高度正向的學習滿意度。此外，相較於低學習成效學習者，高學習成效學習者在使用此一平臺輔以進行歷史調查探究式學習時的行為模式，更能體現探究式學習的精神。

並列關鍵字

探究式學習；數位人文與科技；歷史調查；學習成效評估；學習行為分析

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