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研究生: 王俊智
Wang, Chun-Chih
論文名稱: 以時間序列及相關性來分析學生過度自信的特質、後設認知、學習態度及學習成效:以思辨雲的校正學習為例
Using time series and correlation to analyze student’s over-confidence, metacognition, learning attitude and learning performance based on inquary science learning with calibration
指導教授: 洪榮昭
Hong, Jon-Chao
學位類別: 碩士
Master
系所名稱: 工業教育學系
Department of Industrial Education
論文出版年: 2016
畢業學年度: 104
語文別: 中文
論文頁數: 132
中文關鍵詞: 探究式教學法雲端教學平台校正學習過度自信特質
英文關鍵詞: inquiry teaching, cloud platform, calibration, over-confidence
DOI URL: https://doi.org/10.6345/NTNU202204458
論文種類: 學術論文
相關次數: 點閱:224下載:163
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  • 近年在政策上的推動,探究式教學法強調學生面對情境的問題解決探究歷程,也重視學生是否能夠培養出自我校正學習的能力;希望學生透過科學探究與討論的過程能夠整合已知的知識,且在遭遇問題的時候也能夠調整思考的邏輯以及研究的方法。
    本研究希望探討將探究教學法融入雲端教學平台是否能對於學生的自然科學學習成效、學習校正狀況產生影響;並探討學生過度自信的特質與其後設認知、學習態度及學習成效之關聯性。因此配合行政院科技部補助之研究計畫所開發之小學四年級自然科學教材以及思辨雲導入教學,並以時間序列、差異性、結構方程模型等分析方式去驗證研究假設內容。
    本研究結果發現(1)探究式學習歷程能夠幫助學生提升自然科學課程學習表現。(2)探究式學習歷程能夠幫助學生科學學習校正成長。(3)學生之自然科學學習校正成長性在不同特性單元有顯著差異,且推理性單元的科學思辨成長性顯著高於記憶性單元的科學思辨成長性。(4)學生的過度自信特質與科學學習之後設認知有顯著的正相關。(5)學生的雲端學習之學習態度與自然科學測驗成績有顯著的正相關。(6)科學學習之後設認知與自然科學測驗成績有顯著的正相關。

    In recent years, with promoting the policy, inquiring learning is emphasized on the problem-solving process which students faced to specific situations, also pay attention on students’ learning calibration. Through discussion and sharing can help students to integrate knowledge, also adjust thinking logic, research methods.
    In this study, we’d like to discuss whether inquiry teachering with cloud platform would help students’ learning effect and learning calibration. We also investigated whether their over-confidence affects metacognition and learning attitude reflet their learning effect. With the science textbooks and cloud platform for elementary school 4th grade student which developed in MOST project. Using time series, differences, and structural equation modeling analysis to verify research hypotheses.
    The results of the study found that (1) Inquiry learning course can help students enhance the performance of natural science courses. (2) Inquiry learning course can help students enhance the scientific calibration. (3) Sciences critical thinking growth of students have significant differences in different types of units, and the growth in reasoning units is higher than the growth in memory units. (4) The characteristics of students’ overconfidence have significant positive correlation to students’ learning metacognition. (5) Students’ learning attitude in cloud platform has significant positive correlation to the score of science tests. (6) Students’ learning metacognition of has significant positive correlation to the score of science tests.

    摘要 i Abstract ii 目次 iii 表次 v 圖次 vi 第一章 緒論 1 第一節 研究背景與動機 1 第二節 研究目的與待答問題 6 第三節 研究範圍與限制 8 第四節 名詞解釋 9 第二章 文獻探討 13 第一節 探究式教學法 13 第二節 自然科學雲端運算平台 19 第三節 後設認知 21 第四節 學習態度 24 第五節 答題自信 26 第三章 研究設計與實施 29 第一節 研究步驟 29 第二節 研究架構與假設 31 第三節 研究方法 34 第四節 研究對象 34 第五節 研究平台 35 第六節 研究環境與資料收集 42 第七節 研究工具 45 第八節 資料處理 50 第四章 資料處理與分析 57 第一節 樣本回收狀況 57 第二節 研究工具分析 57 第三節 時間序列分析 65 第四節 學習進步差異狀況分析 79 第五節 模型假設驗證 81 第五節 研究討論 85 第五章 結論與建議 93 第一節 研究結論 93 第二節 研究建議 95 參考文獻 97 附錄一:探究式教學隨堂測驗題 113 附錄二:研究量表 131

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