簡易檢索 / 詳目顯示

研究生: 張朝凱
論文名稱: 不同認知風格學生在資訊課中透過網路進行共編筆記活動其學習成效之研究
The Study of Learning Performance between Different Cognitive Style Students during Co-editing Notes Online in Computer Science Class
指導教授: 邱瓊慧
學位類別: 碩士
Master
系所名稱: 資訊教育研究所
Graduate Institute of Information and Computer Education
論文出版年: 2011
畢業學年度: 99
語文別: 中文
論文頁數: 108
中文關鍵詞: 認知風格場地獨立場地依賴共編筆記
英文關鍵詞: cognitive style, field independence, field dependence, co-editing note
論文種類: 學術論文
相關次數: 點閱:175下載:23
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報
  • 本研究探討不同認知風格學生在資訊課中透過Google文件進行共編筆記活動其學習成效的異同。本研究邀請台南縣某國小兩個班級,每班皆為34人,共68名學生參與。本研究以認知風格明顯的學生為研究對象,其中有30位偏向場地依賴型學習者及22位偏向場地獨立型學習者。兩個班級的學生分別參與兩人一組的共編筆記活動。研究發現,場地獨立型學習者單元成就測驗表現比場地依賴型學習者好;在實驗教學活動結束的兩週後進行的綜合成就測驗中,場地獨立型學生和場地依賴型學生間並沒有顯著差異;不過,場地依賴型學習者在經歷共編筆記活動後,其對資訊課的學習態度較場地獨立型學習者更好。另外,本研究也發現,小組認知風格的組成,對其共編產出筆記的品質沒有明顯的影響。

    This study aimed to investigate the differences and similarities of learning performance between students with different cognitive styles during co-editing notes using Google Docs in the computer science class. This study invited two sixth-grade classes in Tainan, each class had 34 students, total were 68 students. The subjects in this study were students who had obvious cognitive style. There were 30 students who trended to field dependent style and 22 students who trended to field independent style were subjects discussed. The result discovered that field independent students’ achievements significantly were better than field dependent students in the post-unit exams. There was no significant difference between field independent students and field dependent students in comprehensive exam that administered in two weeks later after all units finished. However, field dependent students had better learning attitude toward computer science classes than field independent students. In addition, the various combination of group members with cognitive styles had no significant effect on their quality of notes.

    第壹章 緒論 1 第一節 研究背景 1 第二節 研究目的 5 第三節 待答問題 5 第四節 名詞釋義 6 第貳章 文獻探討 7 第一節 筆記的探討 7 1. 寫筆記的作用 7 2. 寫筆記的格式 8 3. 合寫筆記 12 第二節 場地獨立及場地依賴 13 1. 認知風格的特性 13 2. 場地獨立及場地依賴型學習者的差異 14 3. 認知風格與筆記活動的相關研究 15 4. 認知風格與合作學習的相關研究 21 第三節 研究假設 22 第參章 研究方法 23 第一節 研究設計 23 第二節 參與者 24 第三節 正式實驗活動教材 24 1. 教師的教學教材 24 2. 學生的學習教材 26 第四節 支援寫筆記活動的平台 27 第五節 共編筆記活動練習 29 第六節 實驗處理 30 第七節 研究工具 32 1. 團體藏圖測驗 32 2. 前測及單元成就測驗 33 3. 綜合成就測驗 34 4. 對資訊課學習態度問卷 35 第八節 研究流程 36 第九節 資料分析 37 第肆章 研究結果 38 第一節 有效樣本 38 第二節 不同認知風格學生的單元學習成就 39 1. 第一單元(網頁的內容與存取) 39 2. 第二單元(常見的檔案分享方式) 40 3. 第三單元(電腦連線上網的方式) 41 4. 第四單元(影像檔案) 42 第三節 不同認知風格學生的綜合學習成就 43 第四節 不同認知風格學生對資訊課的學習態度 44 第五節 不同小組認知風格的組成在筆記品質上的差異 45 第伍章 討論 49 第一節 學生的認知風格對學習成就的影響 49 第二節 學生的認知風格對其資訊課學習態度的影響 50 第三節 小組認知風格的組成對筆記品質的影響 51 第陸章 結論與建議 53 第一節 結論 53 第二節 研究限制 53 第三節 建議 54 參考文獻 55 附錄 61 附錄一、第一單元 網頁的內容與存取教學影片 62 附錄二、第二單元 常見的檔案分享方式教學影片 64 附錄三、第三單元 電腦連線上網的方式教學影片 67 附錄四、第四單元 影像檔案教學影片 69 附錄五、各單元的主題矩陣式筆記表格 72 第一單元 網頁的內容與存取筆記表格 72 第二單元 常見的檔案分享方式筆記表格 73 第三單元 電腦連線上網的方式筆記表格 73 第四單元 影像檔案筆記表格 74 附錄六、團體藏圖測驗使用同意書 75 附錄七、各單元雙項細目表 76 第一單元 網頁的內容與存取雙項細目表 76 第二單元 常見的檔案分享方式雙向細目表 77 第三單元 電腦連線上網的方式雙向細目表 78 第四單元 影像檔案雙向細目表 79 總合成就測驗雙向細目表 80 附錄八、各單元成就測驗 81 第一單元 網頁的內容與存取單元成就測驗 81 第二單元 常見的檔案分享方式單元成就測驗 86 第三單元 電腦連線上網的方式單元成就測驗 91 第四單元 影像檔案單元成就測驗 95 附錄九、綜合成就測驗 100

    中文部份:
    林達森(2001)。合作學習與認知風格對科學學習之效應。教育學刊,17,255-279。
    張春興(1996)。教育心理學:三化取向的理論與實踐。台北市: 東華書局。
    楊坤原(1996)。認知風格與科學學習成就的關係(一)。科學教育月刊,194,2-12。

    英文部份:
    Pierre, A. A. S., Carruthers, S., Coady, Y., Dunn-Krahn, S., Gibbs, C., Gibbs, G., Gibbs, H., lonergan, S., Proctor, J., Stege, U., Storey, C., & Storey, M. (2007). Young minds storming through challenging computer science concepts. Paper presented at the 12th Western Canadian Conference on Computing Education (WCCE 2007). Kamloops, Canada.
    Di Vesta, F., & Gray, G. S. (1972). Listening and note taking. Journal of Educational Psychology, 63(1), 8-14.
    Matthew, K., Jingtao, W., Alastair, I., Eric, T., Jane, C., Daniel, G., Orna, T., & John, C. (2005). Livenotes: A system for cooperative and augmented note-taking in lectures. Paper presented at the Proceedings of the SIGCHI conference on Human factors in computing systems. Portland, Oregon, USA.
    Di Vesta, F., & Gray, G. S. (1973). Listening and note taking: Ⅱ. Immediate and delayed recall as functions of variations in thematic continuity, note taking, and length of listening-review intervals. Journal of Educational Psychology, 64(3), 278-287.
    Eades, C., & Moore, W. M. (2007). Ideas in practice: Strategic note taking in developmental mathematics. Journal of Developmental Education, 31(2), 18-26.
    Fisher, J. L., & Harris, M. B. (1973). Effect of note taking and review on recall. Journal of Educational Psychology, 65(3), 321-325.
    Faber, J. E., Morris, J. D., & Lieberman, M. G. (2000). The effect of note taking on ninth grade students' comprehension. Reading Psychology, 21(3), 257-270.
    Hartley, J., & Davies, I. K. (1978). Note-taking: A critical review. Innovations in Education and Teaching International, 15(3), 207-224.
    McMullin, B., & Munro, M. (2003). Access to lecture notes: Review and best practice. [Electronic Version]. Retrieved December 23, 2007, from http://odtl.dcu.ie/wp/2004/ODTL-2004-00.html
    Hopkins, K. D. (1998). Educational and psychological measurement and evaluation (8th ed.). Boston, MA: Allyn & Bacon.
    Witkin, H. A., Moore, C. A., Goodenough, D. R., & Cox, P. W. (1977). Field-dependent and field-independent cognitive styles and their educational implications. Review of Educational Research, 47(1), 1-64.
    Kiewra, K. A., & Frank, B. M. (1988). Encoding and external-storage effects of personal lecture notes, skeletal notes, and detailed notes for field-independent and field-dependent learners. Journal of Educational Research, 81(3).
    Kardash, C. M., Lukowski, L., & Bentmann, L. (1988). Effects of cognitive style and immediate testing on learning from a lecture. Journal of Educational Research, 81(6), 360-364.
    Frank, B. M. (1984). Effect of field independence-dependence and study technique on learning from a lecture. American Educational Research Journal, 21(3), 669-678.
    Annis, L., & Davis, J. K. (1978). Study techniques and cognitive style: Their effect on recall and recognition. Journal of Educational Research, 71(3), 175-178.
    Rickards, J. P., Fajen, B. R., Sullivan, J. F., & Gillespie, G. (1997). Signaling, notetaking, and field independence–dependence in text comprehension and recall. Journal of Educational Psychology, 89(3), 508-517.
    Kiewra, K. A., & Frank, B. M. (1986). Cognitive style: Effects of structure at acquisition and testing. Contemporary Educational Psychology, 11(3), 253-263.
    Lipsky, S. A. (1989). Effect of field independence/dependence on two textbook notetaking techniques.
    Ward, T. J., & Clark, H. T. (1987). The effect of field dependence and outline condition on learning high- and low-structure information from a lecture. Research in Higher Education, 27(3), 259-272.
    Kiewra, K. A., Benton, S. L., Kim, S. L., Risch, N., & Christensen, M. (1995a). Effects of note-taking format and study technique on recall and relational performance. Contemporary Educational Psychology, 20(2), 172-187.
    Palkovitz, R. J., & Lore, R. K. (1980). Note taking and note review: Why students fail questions based on lecture material. Teaching of Psychology, 7(3), 159-161.
    Gurminder, S., Laurent, D., & Arijit, D. (2004). Collaborative note taking. Paper presented at the Proceedings of the 2nd IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE'04).
    O'Donnell, A., & Dansereau, D. F. (1993). Learning from lectures: Effects of cooperative review. Journal of Experimental Education, 61, 116-125.
    Wu, C. Y., Chen, S. W., Chen, C. H., & Chiu, C. H. (2009). The effect of integrating web 2.0 technology in collaborative note-taking on elementary students' science learning. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2009 (pp. 3145-3153), Honolulu, HI, USA. AACE.
    Riding, R., & Cheema, I. (1991). Cognitive styles—an overview and integration. Educational Psychology: An International Journal of Experimental Educational Psychology, 11(3), 193 - 215.
    Germann, P. J. (1988). Development of the attitude toward science in school assessment and its use to investigate the relationship between science achievement and attitude toward science in school. Journal of Research in Science Teaching, 25(8), 689-703.
    Goodenough, D. R. (1976). The role of individual differences in field dependence as a factor in learning and memory. Psychological Bulletin, 83(4), 675-694.
    Piolat, A., Olive, T., & Kellogg, R. T. (2005). Cognitive effort during note taking. Applied Cognitive Psychology, 19(3), 291-312.
    O'Malley, J. M., Anna, C., Gloria, S.-M., Lisa, K., & Rocco, P. R. (1985). Learning strategies used by beginning and intermediate esl students. Language Learning, 35(1), 21-46.
    Kiewra, K. (1989). A review of note-taking: The encoding-storage paradigm and beyond. Educational Psychology Review, 1(2), 147-172.
    Kiewra, K. A., F., N., DuBoisb, David Christianc, Anne McShanec, Meyerhofferc, M., & Roskelley, D. (1991). Note-taking functions and techniques. Journal of Educational Psychology, 83(2), 240-245.
    Kobayashi, K. (2006). Combined effects of note-taking/-reviewing on learning and the enhancement through interventions: A meta-analytic review. Educational Psychology, 26(3), 459-477.
    DeZure, D., Kaplan, M., & Deerman, M. A. (2001). Research on student notetaking: Implications for faculty and graduate student instructors. Ann Arbor, MI: Center for Research on Learning and Teaching.
    Maxwell, M. (1992 & 1993). Are the skills we are teaching obsolete? A review of recent research in reading and study skills,. In Mioduski, Sylvia & G. Enright (Eds.), Proceedings of Proceedings of the 13th and 14th Annual Insitutes for Learning Assistance Professiona (pp. 63-77), Tucson, AZ: University Learning Center, University of Arizona, 1994. .
    Kiewra, K. A., DuBois, N. F., Christian, D., & McShane, A. (1988). Providing study notes: Comparison of three types of notes for review. Journal of Educational Psychology, 80(4), 595-597.
    Hayati, A. M., & Jalilifar, A. (2009). The impact of note-taking strategies on listening comprehension of efl learners. English Language Teaching, 2(1), 101-111.
    Sedita, J. (1995). A call for more study skills instruction. Paper presented at the International Conference of the Learning Disabilities Association. Orlando.
    Nessel, D. D., & Graham, J. M. (2007). Thinking strategies for student achievement: Improving learning across the curriculum, k-12 (2th ed.). CA: Corwin Press.
    Katayama, A. D., & Robinson, D. H. (2000). Getting students "Partially" Involved in note-taking using graphic organizers. Journal of Experimental Education, 68(2), 119-133.
    Kiewra, K. A., Benton, S. L., Kim, S.-I., Risch, N., & Christensen, M. (1995b). Effects of note-taking format and study technique on recall and relational performance. Contemporary Educational Psychology, 20(2), 172-187.
    Johnson, D. W., & Johnson, R. T. (1994). Learning together and alone. Cooperative, competitive, and individualistic learning. Fourth edition: Allyn and Bacon, 160 Gould Street, Needham Heights, MA 02194.
    Frank, B. M. (1983). Flexibility of information processing and the memory of field-independent and field-dependent learners. Journal of Research in Personality, 17(1), 89-96.
    Annis, L. F. (1979). Effect of cognitive style and learning passage organization on study technique effectiveness. Journal of Educational Psychology, 71(5), 620-626.
    Witkin, H. A., & Goodenough, D. R. (1981). Cognitive styles: Essence and origins. Field dependence and field independence. Madison, CT: International Universities Press.
    Bahar, M. (2003). The effect of instructional methods on the performance of the students having different cognitive styles. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi 24, 26-32.
    Anderson, J. R. (2005). Cognitive psychology and its implications (6th ed.). New York Worth Publishers.
    Dyson, B., & Grineski, S. (2001). Using cooperative learning structures in physical education. Journal of Physical Education, Recreation & Dance, 72(2), 28-31.
    Dwyer, F. M., & Moore, D. M. (1991). Effect of color coding on visually oriented tests with students of different cognitive styles. Journal of Psychology, 125(6), 677.
    Ipek, I. (2010). The effects of cbi lesson sequence type and field dependence on learning from computer-based cooperative instruction in web. The Turkish Online Journal of Educational Technology, 9(1), 221-234.
    Moore, D. M., & Dwyer, F. M. (1991). Effect of color coded information on students' levels of field dependence. Perceptual and Motor Skills, 72, 611-616.
    Guisande, M. A., Páramo, M. F., Tinajero, C., & Almeida, L. S. (2007). Field dependence-independence (fdi) cognitive style: An analysis of attentional functioning. Psicothema, 19(4), 572-577.
    Chiu, C. H. (2002). The effects of collaborative teamwork on secondary science. Journal of Computer Assisted Learning, 18(3), 262-271.
    Strough, J., & Covatto, A. M. (2002). Context and age differences in same- and other-gender peer preferences. Social Development, 11(3), 346-361.
    Riding, R. J., & Sadler-Smith, E. (1997). Cognitive style and learning strategies: Some implications for training design. International Journal of Training and Development, 1(3), 199-208.
    Parkinson, A., & Redmond, J. A. (2002). Do cognitive styles affect learning performance in different computer media? SIGCSE Bull., 34(3), 39-43.

    下載圖示
    QR CODE