技職院校學生健康科技知識分享與學習生涯模型之建構及教學實驗研究

A Model Construction of Knowledge Sharing in Health Technology, Learning Styles and Experimental Studies of Embedded Teaching for Students in Technological and Vocational Colleges

鄭金謀

《工業科技教育學刊》 2期 (2010/04) Pp. 85-94

https://doi.org/10.6306/JITE.2010.2.11

摘要

本研究透過抽樣調查從全台14所技職校院取得技職院校學生有效樣本1218份，統計發現學習類型分為擴散型、同化型、聚斂型、調適型等四類，其在知識分享上並無顯著差異。興趣類型分為實際型、研究型、藝術型、社會型、企業型、事務型等六類，其在知識分享上亦無顯著差異。健康科技知識分享模式所依據之理論，主要有計畫行為、創新科技接受、健康信念、社會認知等，利用結構方程模式驗證健康科技知識分享模式具有良好適配度，知識分享模式涵蓋行為規範、分享態度、分享意圖、行為控制、分享行為等變項，其中行為規範對分享態度、分享態度對分享意圖、分享意圖對分享行為等均有正向關係。嵌入教學部份，採行所羅門四組實驗設計，研究者從任教班級中選取兩組為實驗組120人，兩組為控制組125人，合計245人。實驗組和控制組各有一組先接受前測，實驗組接受健康科技嵌入教學實驗，控制組則無實驗處理。12週後各組接受後測，以驗證嵌入教學成效。結果發現在前測方面，實驗組和控制組無顯著差異；實驗處理方面，健康科技知識分享總分及各變項均有極顯著差異，顯示實驗效果如所預期。而前測和實驗處理並無交互作用存在。由此可證健康科技知識分享嵌入教學比傳統教學有效力。之後提出結論及建議事項，作為大學校院在健康科技知識交流、健康通識教學、產學合作、政府擬訂健康科技政策之參考。

關鍵字

技職院校 ； 健康科技 ； 知識分享 ； 學習風格 ； 生涯類型 ； 嵌入教學

並列摘要

This research via a random sampling survey method from 14 technological and vocational colleges in Taiwan, 1,218 of effective questionnaires were returned. The statistical analysis discovered that for students belonging to any of the four learning styles, that is, diverger, accommodator, converger and assimilator, there was no significant difference in knowledge sharing. The career interest of students belonged to one of six types-the realistic, the investigative, artistic, the social, the enterprising, and the conventional; and for all the six types there was also no significant difference in knowledge sharing. The results showed that the students’ knowledge sharing of health technology consisted of behavior norm, sharing attitude, sharing intention, sharing behavior and sharing control in terms of the theory of planning behavior. The model of students’ knowledge sharing of health technology was tested with good fit via structural equation modeling. The path correlation of model was based on the theory of planning behavior and technology acceptance model, sharing attitude toward sharing intention, behavioral norm toward sharing intention, and sharing intention toward sharing behavior, which all had positive effects.
Concerning the experimental study of embedded teaching, the revised Solomon's design of nonequivalent group consisted of two experimental groups (120 participants) and two control groups (125 participants), and the total number of the participants was 245. One of the two experimental groups and two control groups accepted respectively the pretest, and the experimental groups accepted the embedded teaching experiment of health technology and the control groups accepted non-experiment process. After 12 weeks, each group would accept the posttest to confirm the effectiveness of embedded teaching. The result discovered that the experimental groups and the control groups showed no significant difference in the pretest. The students who received the embedded knowledge sharing of health technology were superior to the students who did not receive the embedded knowledge sharing of health technology. And there was no interactional effect between pretest and experimental treatment, and it was precisely proved through the experimental treatment and achieved an anticipatory effect. Finally, conclusions and suggestions are proposed as references for transactional platform of health knowledge sharing, the health liberal teaching, enhancing the cooperation of industries and institutes, and drawing up a public technological policy.

並列關鍵字

professional and vocational colleges ； health technology ； knowledge sharing ； learning styles ； career type s ； embedded teaching