不同先備知識小學學生於資訊課進行分享式數位筆記活動之路徑分析研究

朱思翰

3.238.7.202，Hello！

Close
Search Quick Search Advanced Search Publication Search	Personal Service Member Login Searching History Use Bonus Card SYMSKAN
Browse Browse by University of Graduate Thesis Browse by Pinyin of Graduate Thesis Browse by Conference Proceedings Topic Browse by Conference Proceedings Publisher Browse by Pinyin of Conference Proceedings Browse by eBook Category Browse by eBook Topic Browse by eBook Publisher
Customer Services Authorize Airiti Recommend a Journal

Search Symbol (Half-width)	Description of Search Symbols
Space	"AND" indicates the intertwining of key terms used in a search
Double Quotation Marks ("") ( " " )	Double quotation marks indicate the beginning and end of a phrase, and the search will only include terms that appear in the same order of those within the quotations. Example: "image process" ： " image process "
?	Indicates a variable letter. Entering two ? will indicate two variable letters, and so on. Example: "Appl?", search results will yield apple, apply… e , appl y … ( (often used to English word searches) )
*	Indicates an unlimited number of variable letters to follow, from 1~n. Example: Enter "appl*", search results will yield apple, apples, apply, applied, application…(often used in English word searches) e , appl es , appl y , appl ied , appl ication … ( (often used to English word searches) )
AND、OR、NOT	Boolean logic combinations of key words is a skill used to expand or refine search parameters. (1) AND (1) AND: Refines search parameters (2) OR (2) OR: Expands search parameters (3) NOT: Excludes irrelevant parameters

DOI stands for Digital Object Identifier （ D igital O bject I dentifier ） ,
and is the unique identifier for objects on the internet. It can be used to create persistent link and to cite articles.

Using DOI as a persistent link

To create a persistent link, add「http://dx.doi.org/」「 http://dx.doi.org/ 」 before a DOI.
For instance, if the DOI of an article is 10.5297/ser.1201.002 , you can link persistently to the article by entering the following link in your browser: http://dx.doi.org/ 10.5297/ser.1201.002 。
The DOI link will always direct you to the most updated article page no matter how the publisher changes the document's position, avoiding errors when engaging in important research.

Cite a document with DOI

When citing references, you should also cite the DOI if the article has one. If your citation guideline does not include DOIs, you may cite the DOI link.

DOIs allow accurate citations, improve academic contents connections, and allow users to gain better experience across different platforms. Currently, there are more than 70 million DOIs registered for academic contents. If you want to understand more about DOI, please visit airiti DOI Registration （ doi.airiti.com ）。

Data Source

College of Education > Department of Information and Computer Education
Social Sciences > Education

Bibliography Management Tool

Related Links

Report an Issue

Search in Library

There is no full-text available at the moment. Airiti would like to request author's authorization. I would like to provide authorization.

不同先備知識小學學生於資訊課進行分享式數位筆記活動之路徑分析研究

A Path Analysis of Elementary Students with Different Prior Knowledge Implementing Shared Electronic Note-taking Activity in Computer Class

朱思翰 , Masters　　Advisor：邱瓊慧　　

繁體中文

先備知識；分享式數位筆記；異質分組；提問策略；筆記品質； prior knowledge ； shared electronic note-taking ； heterogeneous grouping ； self-questioning ； the quality of note

Abstract │ Reference (106) │ Times Cited (1) │ Altmetrics

Abstract 〈TOP〉

Parallel Abstract 〈TOP〉

The purpose of this study was to investigate respectively 6th-grade students with high or low prior knowledge who participate a shared electronic note-taking activity in computer class, the predictive ability of students’ group composition and strategy of reviewing note on immediate learning gains, comprehensive learning gains and attitudes toward computer class, and test the mediated effect of note’s quality. One hundred and twenty 6th-grade students in Tainan city participated in this study. Students were randomly assigned to dyads and participate a shared electronic note-taking activity in computer class for four weeks（40 minutes per week）. The results indicated that, students with high prior knowledge in homogenous group have much immediate learning gains; the quality of notes have exerted a significantly direct effect on immediate learning gains; immediate learning gains also have exerted a significantly direct effect on comprehensive learning gains. And students with low prior knowledge in heterogeneous group have better quality of notes; review notes by self-questioning have much immediate learning gains but have less attitudes toward computer class; immediate learning gains also have exerted a significantly direct effect on comprehensive learning gains. However, the quality of notes does not have mediating effect for all students.

Reference ( 106 ) 〈TOP〉

黃克文（1996）。認知負荷與個人特質及學習成就之關聯。國立台北師範學院國民教育研究所碩士論文，未出版。
連結：
Anderson, J. R. (2005). Cognitive psychology and its implications (6th ed.). New York Worth Publishers.
連結：
Ausubel, D. P., Novak, J. D., & Hanesian, H. (1978). Educational psychology: A cognitive view (2nd ed.). New York: Holt, Rinehart & Wins.
連結：
Baker, L., & Lombardi, B. R. (1985). Students' lecture notes and their relation to test performance. Teaching of Psychology, 12(1), 28-32.
連結：
Barnett, J. E., & Freud, D. (1985). Prior knowledge and the generative theory of notetaking. Paper presented at the meeting of American Educational Research Association. Chicago.
連結：

Times Cited (1) 〈TOP〉

吳聖強(2016)。提升學習能力的選題管理系統。中正大學資訊工程學系學位論文。2016。1-44。

Altmetrics

〈TOP〉

E-mail ：

When an article is available to download, a notice will be sent to your mailbox address.

E-mail ：