運用數位概念構圖於跨學科專題導向學習之成效分析-以國中生物數學之網路學習為例

本研究目的在探討如何運用MindWeb建構一個可跨學科學習的數位概念構圖學習平台，並藉由實驗研究法分析學習者於MindWeb數位學習平台上進行跨學科專題導向學習的過程中，合作學習組與個別學習組、認知風格、不同學習類型對於學習成效之影響。本研究使用之研究方法包含實驗研究法與問卷調查法。研究者首先設計跨學科專題導向學習課程，選取國民中學八年級學生共40名為研究對象，依自然科學習成就評量之常態分配區分高、低成就學習者，再依認知風格取向區分內控型與外控型學習者，並將40位學習者分成內控合作學習組、外控合作學習組、內外控混合合作學習組、內控個別學習組、外控個別學習組等五組進行實驗。待實驗結束後進行紙筆測驗與問卷調查。根據研究結果分析，本研究主要之結論如下：一、學習者對於本研究之MindWeb數位學習平台環境及課程有正向評價。二、運用MindWeb數位概念構圖學習平台進行跨學科專題導向學習，內控型學習者在科學態度的表現優於外控型學習者。三、運用MindWeb數位概念構圖學習平台進行跨學科專題導向學習，合作組學習者在生物數學認知學習上的表現優於個別組學習者。四、運用MindWeb數位概念構圖學習平台進行跨學科專題導向學習，內控合作學習組學習者在建構跨學科概念構圖的成效優於外控合作學習組、內外控混合合作學習組、內控個別學習組及外控個別學習組學習者。五、運用MindWeb數位概念構圖學習平台進行跨學科專題導向學習，合作組學習者在建構跨學科概念上的成效優於個別組學習者；內控型學習者在建構跨學科概念上的成效優於外控型學習者；內控合作學習組學習者在建構跨學科概念上的成效優於外控合作學習組、內外控混合合作學習組、內控個別學習組及外控個別學習組學習者。研究結果發現，內控取向學習者於合作學習組別中的各項學習成效皆較佳，而外控取向學習者在個別學習組中的各項學習成效則最差。依據研究結果，本研究建議欲讓學習者進行跨學科專題導向學習時，透過合作學習可提升外控取向學習者的學習成效，並且消弭認知風格對學習者的影響。

關鍵字

數位概念構圖；跨學科學習；專題導向學習；網路學習

並列摘要

The purpose of this study is twofold. One is to explore how to construct a digital learning platform of interdisciplinary concept mapping learning on MindWeb. Second, learning effects of different learning styles and cognitive styles in the Interdisciplinary project-based learning context are analyzed through empirical research methods. The research methods adopted in this study include the empirical research methods and questionnaires. The researcher first designed a curriculum of interdisciplinary project-based learning, and selected forty eighth graders from a junior high school as research subjects. According to the students’ achievements on science assessments and their cognitive styles, they are categorized into the group of internal locus of control with collaborative learning, the group of external locus of control with collaborative learning, the group of mixing internal-external locus of control with collaborative learning, the group of locus of internal control with individual learning, and the group of external locus of control with individual learning to implement teaching experiments. After the experiments, the researcher conducted a written test, and questionnaire surveys. Based on the analysis of the study results, this research is summarized as follows: 1. Learnres have positive feedback on using and learning on MindWeb. 2. In respect of the effect on the scientific attitude for using MindWeb to interdisciplinary project-based learning, learners with internal locus of control are better than those with external locus of control. 3. In respect of the effect on the Biomathematics learning for using MindWeb to interdisciplinary project-based learning, the group with collaborative learning are better than that with individual learning. 4. In respect of the effect on the interdisciplinary digital concept mapping for using MindWeb to interdisciplinary project-based learning, the group of internal locus of control with collaborative learning have the best learning effects. 5. In respect of the effect on the interdisciplinary concept for using MindWeb in interdisciplinary project-based learning, the group with collaborative learning are better than that with individual learning, learners with internal locus of control are better than those of learners with external locus of control, and the group of internal locus of control with collaborative learning have the best learning effects. Based on the research results, learners with internal locus of control have better learning effects with collaborative learning, and learners with external locus of control have better learning effects with individual learning. This study proposes the following suggestion for teachers as reference: this study shows collaborative learning help improve the learning effects of learners with external locus of control, and ease the impacts of cognitive styles on learners.