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系統識別號 U0026-0812200910132722
論文名稱(中文) 科技融入主題探索學習對國中生之創造思考能力、學習動機與學科成就之影響:以數學科為例
論文名稱(英文) The Effectiveness of Technology Integrated Inquiry-Based Learning on Junior High school Students’ Creative Thinking, Learning Motivation, and Academic Achievement in Mathematics
校院名稱 成功大學
系所名稱(中) 教育研究所
系所名稱(英) Graduate Institute of Education
學年度 98
學期 1
出版年 99
研究生(中文) 陳羿吟
研究生(英文) I-Yin Chen
學號 u3696114
學位類別 碩士
語文別 中文
論文頁數 163頁
口試委員 口試委員-施如齡
口試委員-程炳林
指導教授-楊雅婷
中文關鍵字 學科成就  數學  學習動機  創造思考能力  科技融入主題探索學習 
英文關鍵字 mathematics  academic achievement  learning motivation  creative thinking  technology integrated inquiry-based learning 
學科別分類
中文摘要 本研究的主要目的在於探討科技融入主題探索學習對於學生之創造思考能力、學習動機與學科成就之影響,並根據訪談資料探討影響科技融入主題探索學習的相關因素與對學習的幫助。
本研究為前後測之準實驗設計,以高雄市前鎮國中二年級兩個班(對照組28人與實驗組24人)為研究對象。自變項為教學策略,對照組實施傳統教學,實驗組實施科技融入主題探索學習,並探討在不同的學習策略中對學生之創造思考能力、學習動機與學科成就之影響。依變項為創造思考能力、學習動機和學科成就。根據研究目的,研究工具為陶倫斯創造思考測驗圖形版、MSLQ量表與教師自編成就測驗。資料分析方法會採用one-way ANCOVA、MACOVA以及MANOVA分析進行假設的考驗。
主要研究結果如下:
一、在創造思考能力方面,科技融入主題探索學習組顯著高於傳統教學組,顯示實驗操弄對學生的創造思考能力有影響。
(1) 科技融入主題探索學習組在獨創力、標題力、精密力、創造優異潛能上顯著高於傳統教學組,顯示實驗操弄對學生的獨創力、標題力、精密力及創造優異潛能有影響。
(2) 科技融入主題探索學習組在流暢力和開放力上顯著高於傳統教學組,顯示實驗操弄對學生的流暢力和開放力沒有影響。
二、在學習動機方面,科技融入主題探索學習組顯著高於傳統教學組,顯示實驗操弄對學生的學習動機有影響。
(1) 科技融入主題探索學習組在工作價值上沒有顯著高於傳統教學組,顯示實驗操弄對學生的自我效能沒有影響。
(2) 科技融入主題探索學習組在自我效能上顯著高於傳統教學組,顯示實驗操弄對學生的自我效能有影響。
三、在學科成就方面,科技融入主題探索學習組在學科成就上沒有顯著高於傳統教學組,顯示實驗操弄對學生的學科成就沒有影響。
四、影響科技融入主題探索學習的因素及幫助方面有課程步驟與主題單元合適性、增加多元化任務與網路互動功能等;對學生幫助方面,分別為課程學習內容、學習動機、思考能力、團隊合作技巧、資訊溝通與科技技巧、網路搜尋技巧等。
本研究將依據研究結果提出建議,以提供未來學生使用科技融入主題探索學習及研究上之參考。
英文摘要 The purpose of this research was to investigate the effectiveness of different levels of instructional strategy (traditional instruction and technology integrated inquiry-based learning) on junior high school students’ creative thinking, learning motivation, and academic achievement. A pretest and posttest quasi-experimental design was used for this study. The participants were 52 eighth grade students in two classes. The independent variable was instructional strategy with two levels—traditional instruction and technology intergrated inquiry-based learning (TIIBL). The dependent variables were students’ creative thinking, learning motivation, and academic achievement. One-way ANCOVA, MANCOVA and MANOVA, with pretest scores for the dependent variables as the covariates, was employed to examine whether there is a difference between the two research groups on the dependent variables. A variety of measurement instruments with established reliability and validity was used in this study. The results of this study are summarized as follows:
1. Students who received TIIBL had significantly higher creative thinking than students who received traditional instruction. This indicates that the manipulation have an effect on creative thinking.
(1) Students who received TIIBL had significantly higher level of originality, elaboration, abstractness of titles, creative strengths subscales than students who received traditional instruction.
(2) Students who received TIIBL did not have significantly higher level of fluency and resistance to premature closure than students who received traditional instruction.
2. Students who received TIIBL had significantly higher learning motivation than students who received traditional instruction. This indicates that manipulation have an effect on learning motivation.
(1) Students who received TIIBL had not significantly higher level of task-value than students who received traditional instruction.
(2) Students who received TIIBL had significantly higher level of self-efficacy than students who received traditional instruction.
3. Students who received TIIBL had not significantly higher academic achievement than students who received traditional instruction. This indicates that manipulation did not have an effect on academic achievement.
4. The factors affecting TIIBL included the applicable steps of TIIBL and the mathematical topic, diversity of the tasks, and interactive web; the benefits of TIIBL are course content, learning motivation, thinking skills, collaborative learning skill, ICT skills, and searching skills.
Finally, suggestions for teaching and further research were provided based on the research findings of the study.
論文目次 中文摘要 I
英文摘要 III
目錄 V
表目錄 VIII
圖目錄 X
第一章 緒論 1
第一節 研究動機 1
第二節 研究目的 7
第三節 待答問題 7
第四節 名詞釋義 8
第五節 研究貢獻 10
第六節 章節組織 10
第二章 文獻探討 12
第一節 科技融入主題探索學習教學策略之理論基礎 12
第二節 科技融入主題探索學習之定義與歷程分析 15
第三節 科技融入主題探索課程的相關研究 19
第四節 科技融入主題探索學習對創造思考能力、學習動機與學科成就之影響 25
第三章 研究方法 32
第一節 研究假設 32
第二節 研究對象 33
第三節 研究設計 33
第四節 課程內容與歷程 37
第五節 實驗程序 44
第六節 研究工具 47
第七節 資料分析 51
第四章 研究結果 53
第一節 學生個人基本資料結果 53
第二節 創造思考能力結果 55
第三節 學習動機結果 59
第四節 學科成就結果 62
第五節 訪談結果 63
第五章 討論、結論與建議 69
第一節 討論 69
第二節 結論 82
第三節 建議 84
參考文獻 88
中文部分 88
英文部分 90
附錄 96
附錄一 十八週課程設計 96
附錄二 學生基本資料問卷 145
附錄三 陶倫斯創造思考測驗圖形版使用同意書 146
附錄四 MSLQ量表 147
附錄五 教師自編學科成就測驗 149
附錄六 陶倫斯創造思考測驗圖形版之試題分析結果 153
附錄七 MSLQ量表試題分析結果 154
附錄八 教師自編成就測驗試題分析結果 156
附錄九 訪談逐字稿 157
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