透過網頁呈現專題成果之學習

Presenting Project Works on the Web

10.6120/JoEMLS.200606_43(4).0006.RS.AM

林麗娟(Lih-Juan Chan Lin)

專題式學習 ； 自然生活科技 ； 資訊融入 ； 學生為中心學習 ； 資訊素養 ； Project-based learning ； Nature science technology ； Technology integration ； Student-centered learning ； Information literacy

教育資料與圖書館學

43卷4期（2006 / 06 / 01）

471 - 486

繁體中文

In this study, projected-based learning was applied to the field of Nature Science Technology teaching among 5th graders. The project-based learning approach first started with a small-scale implementation among 25-30 SciCamp members, and was then expanded to a large-scale implementation among seven fifth-grader classes. To accomplish a project, students worked as a group of 4-5 persons in a team. They were encouraged to learn basic scientific knowledge, and used the Internet as a research tool that allowed information to be gathered, shared and consulted to facilitate synthesis of knowledge. They also used webpage design tools to present their project results. Both qualitative and quantitative research methods were used. Qualitative data included observation notes, videotapes, audiotapes, and teachers' journals. Quantitative data gathered from 229 students included students' self-assessment, peers assessment, and teacher assessment. From their project-based learning, students actually conducted a research through guided research processes and interpreted their understanding of knowledge through the presentation of webpage design tools. Students' learning from the processes of gaining knowledge and skills, identifying research tasks, obtaining data & information, organizing and interpreting content, and presentation through a webpage editor. Their task-involvement in action, affective, and achievement aspects were analyzed. Students were positively about project-based learning approach, and enjoyed the achievement of accomplishing a project work through experiencing. Quantitative data reveal that students' self-evaluation, peer assessment, and teacher assessment were significantly related (p＜0.01).

In this study, projected-based learning was applied to the field of Nature Science Technology teaching among 5th graders. The project-based learning approach first started with a small-scale implementation among 25-30 SciCamp members, and was then expanded to a large-scale implementation among seven fifth-grader classes. To accomplish a project, students worked as a group of 4-5 persons in a team. They were encouraged to learn basic scientific knowledge, and used the Internet as a research tool that allowed information to be gathered, shared and consulted to facilitate synthesis of knowledge. They also used webpage design tools to present their project results. Both qualitative and quantitative research methods were used. Qualitative data included observation notes, videotapes, audiotapes, and teachers' journals. Quantitative data gathered from 229 students included students' self-assessment, peers assessment, and teacher assessment. From their project-based learning, students actually conducted a research through guided research processes and interpreted their understanding of knowledge through the presentation of webpage design tools. Students' learning from the processes of gaining knowledge and skills, identifying research tasks, obtaining data & information, organizing and interpreting content, and presentation through a webpage editor. Their task-involvement in action, affective, and achievement aspects were analyzed. Students were positively about project-based learning approach, and enjoyed the achievement of accomplishing a project work through experiencing. Quantitative data reveal that students' self-evaluation, peer assessment, and teacher assessment were significantly related (p＜0.01).

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