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  • 學位論文

使用概念圖在問題本位學習環境中的教學回饋機制

Designing a Teaching Feedback Mechanism based on Concept Map Similarity in Problem-Based Learning Environment

指導教授 : 賀嘉生
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摘要


資訊科技與全球資訊網的蓬勃發展使得數位學習增加許多的便利性,雖然網路與瀏覽器在超媒體的環境中,為初學者提供了便利的學習條件,但是如何增進學生的學習效率依舊是一個研究的重點。教師提供了不同的教學策略以供學生學習,而學生透過不同的學習模組進行知識的學習。無論是何種教學策略,學生的知識學習都是透過概念圖的形式進行記憶與表述的。 時下的問題本位學習法(PBL)對教師而言,是一種普遍的教學策略。在問題本位學習環境中,學生可以藉由與同學之間的討論及發展他們的腦力激盪圖,學習如何解決真實生活中所遇到的問題。腦力激盪圖主要是用來讓學生將他們心中所存在的想法表述出來。然而,對於教師而言透過腦力激盪圖來診斷學生的學習成效是比透過概念圖了解學生的學習要難得多。教師如何決定何種教材對於學生增加學習效率是合宜的,依舊是一個重要的議題。 在本論文中,藉由先前的研究以問題本位學習策略所發展出來的學習環境中的討論資料,我們試著呈現出儲存在學生腦中的概念圖。本篇論文所發展出的教學回饋系統,將學生的腦力激盪圖轉為一種類似樹狀圖結構的圖形,並且透過教師調整概念基線來提供教師學生可能所需要的補充概念。不同於概念基線的方法,我們同時設計一種以粗糙集合理論發展的機制,用來發現在類樹狀概念圖中的隱藏資料,作為推薦教師針對個別學習小組補充教學的順序。

並列摘要


The development of information technology and World-Wide Web increases the convenience of e-Learning. Although Internet and browser on hypermedia environment provide a convenient learning condition to apprentices, how to improve the students’ learning effective is still a research issue. Students learn via different teaching strategies which were chosen by teachers. Students can acquire knowledge through different learning models. No matter under what kinds of teaching strategies, all of the knowledge learned by students could be stored and represented in the concept map form. Nowadays, Problem-Based Learning (PBL for short) is a popular teaching strategy for teachers. In a PBL environment students can learn how to solve the real-life problems by discussing with their teammates and developing their brainstorm map. Brainstorm map is constructed for representing the knowledge which stored in the students' minds. However, the brainstorm map is a little bit of harder than the concept map for teachers to diagnose students' learning effect. How a teacher decides what kinds of teaching materials are appropriate to students according to their learning performance is an important issue. In this thesis, we try to visualize the concept map stored in student's mind from the discussion database in the PBL Learning Environment, PBIALS, which was developed by our previous researches. The feedback system can translate a brainstorm map to a concept-map-liked tree map, and then inform teachers the possible supplemental concepts which students may needed by let teachers manipulate the concept baselines in the feedback system. Unlike the Concept Baseline Mechanism, we also design a sequencing mechanism which used rough set theory to discover the hidden data patterns in the tree-like concept map in order to provide the teacher recommendatory sequence of remedial teaching for each learning group. The feedback system provides what student lacks concept to teacher to adjust his/her teaching strategies.

參考文獻


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被引用紀錄


陳俊傑(2013)。國中數學七年級教科書之線型函數內容分析〔碩士論文,淡江大學〕。華藝線上圖書館。https://doi.org/10.6846%2fTKU.2013.00831
林怡珊(2008)。自然科問題本位學習對六年級學生 科學概念與科學學習動機之影響〔碩士論文,中原大學〕。華藝線上圖書館。https://doi.org/10.6840%2fcycu200800375

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