融入認知策略與工具的網路學習環境對學生學習影響之研究

The Effects of the Web-based Learning Environment with Cognitive Strategies and Tools on Students' Learning

10.6173/CJSE.2002.1003.03

邱富宏(Fu-Hung Chiu)；陳錦章(Chin-Chang Chen)

認知策略 ； 認知工具 ； 鷹架理論 ； 前導組體 ； 網路學習環境 ； Cognitive Strategies ； Cognitive Tools ； Scaffolding Theory ； Advance Organizer ； Web-Based Learning Environment

科學教育學刊

10卷3期（2002 / 09 / 01）

261 - 285

繁體中文

本研究旨在探討融入認知策略與工具的網路學習環境對學生學習程式語言的影響。研究者建構一個能夠符合網際網路個別化與互動性學習之特性，並且融入認知策略與工具的網路學習環境(WLEC)，以研究者所擔任的一門程式設計課程Active Server Page (ASP)作為測試教材，以參加89學年度寒修ASP課程並且願意配合研究的6位五專三年級學生為樣本，實際測試所開發出來的學習環境。資料的收集以質的方法為主，輔以一些量化的資料，探討WLEC對學生學習的影響。WLEC設計理念是基於認知彈性理論、鷹架理論、前導組體等。WLEC應用網路超本文功能，藉由節點與節點間的連結所形成的語意網路，建構出二種學習路徑供學習者學習：專家引導路徑和個人學習路徑。WLEC包含具有管理功能的溝通工具及可記錄學生學習過程的記錄系統，並能提供每一位學習者個別化的學習網頁。本研究結果發現：在使用WLEC學習後，學生的測驗分數獲得顯著進步；且晤談資料及各種學習歷程電腦記錄都顯示，WLEC對學生學習ASP確實有正面的影響。

The purpose of this study is to explore the effects of the web-based learning environment with cognitive strategies and tools (WLEC) on students' learning of a programming language (ASP). The samples are six students from a junior college. The data pool was mainly collected by qualitative approaches, and some quantitative data were used as supplements. Based on Cognitive Flexibility Theory, Scaffolding Theory, and Advance Organizer Theory, WLEC builds semantic networks by connecting nodes and constructs two different learning paths: expert-guided learning path and individualized learning path. Students can go through the environment either under an expert's guidance or by making their own decisions. The results showed that students' performances improve significantly, and students acknowledge that WLEC indeed can better their learning of programming languages.

1. Ausubel, D. P.,Novak, J. D.,Hanesian, H.(1978).Educational psychology: A cognitive view.New York:Holt, Rinehart & Winston, Inc.
2. Bonds, C.,Bonds, L.,Peach, W.(1992).Metacognition: developing independence in learning.Clearing House,66(1),56-59.
3. Borkowski, J.,Carr, M.,Rellinger, E.,Pressley, M.,B. F. Jones,L. Idol (Eds.)(1990).Dimensions of thinking and cognitive instruction.Hillsdale:Lawrence Erlbaum Associates.
4. Brezin, M. J.(1980).Cognitive monitoring: From learning theory to instructional applications.Educational Communications and Technology Journal,28,227-242.
5. Brown, A.,F. Weinert,R. Kluwe (Eds.)(1987).Metacognition, motivation, and understanding.Hillsdale, NJ:Lawrence Erlbaum Associates.
6. Bruner, J. S.,A. Sinclair,R. J. Jarvella,W. J. M. Levelt (Eds.)(1978).The child`s conception of language.New York:Springer Verlag.
7. Chiquito, A.(1995).Metacognitive learning techniques in the user interface: Advance organizers and captioning.Computers and the Humanities,28,211-223.
8. Dennis, J. R.,Kansky, R. J.(Eds.)(1984).Instructional computing: An acting guide for educators.Glenview, Illinois:Scott, Foresman.
9. Denzin, N. K.(1978).The research act: A theoretical introduction to sociological methods.New York:McGraw-Hill.
10. Derry, S. J.(Eds.),Lajoie, S. P.(1993).Computers as cognitive tools.Hillsdale, NJ:Lawrence Erlbaum Associates.
11. Eklund, J.(1995).Cognitive models for structuring hypermedia and implications for learning from the world-wide-web.Southern Cross University.
12. Guba, E. G.,Lincoln, Y. S.(1989).Fourth generation evaluation.CA:Sage Publications, Inc.
13. Hill, J. R.,B. H. Khan (Ed.)(1997).Web-Based Instruction.Englewood Cliffs, NJ:Educational Technology.
14. Jacobson, M. J.,Spiro, R. J.(1995).Hypertext learning environments, Cognitive flexibility, and the Transfer of complex knowledge: An empirical investigation.Journal of Educational Computing Research,12(4),301-333.
15. Jonassen, D. H.(1996).Computer in classroom: Mindtools for critical thinking.Englewood Cliffs, NJ:Prentice-Hall, Inc.
16. Jonassen, D. H.(Ed.),Reeves, T. C.(1996).Handbook of Research on Educational Communications and Technology.New York:Macmillan.
17. Jonassen, D. H.,Beissner, K.,Yacci, M.(1996).Structural knowledge: Techniques for representing, conveying, and acquiring structural knowledge.Hillsdale, NJ:Lawrence Erlbaum Associates.
18. Lauzon, A. C.(1992).Integrating computer-based instruction with computer conferencing: An evaluation of a model for designing online education.The American Journal of Distance Education,6(2),32-46.
19. Miles, M. B.,Huberman, A. M.(1994).Qualitative Data Analysis.London:Sage.
20. Min, L.(1994).Hypermedia assisted instruction and second language learning: A semantic-network based approach.Computers in the Schools,10(3/4),293-312.
21. Moor, T.(1995).Active use of hypertext to aid learning and classroom introduction.SIGCSE 95 Computer Science Education
22. Pea, R. D.(1993).The Collaborative Visualization Project.Communications of the ACM,36(5),60-63.
23. Rigney, J.,H. G. O`Neil (Ed.)(1978).Learning strategies.New York:Academic Press.
24. Ryan, M. P.(1984).Monitoring text comprehension: Individual differences in epistemological standards.Journal of Educational Psychology,76,248-258.
25. Slife, B. D.,Weiss, J.,Bell, T.(1985).Separability of metacognition and cognition: Problem solving of learning disabled and regular students.Journal of Educational Psychology,77,437-445.
26. Spiro, R. J.,Feltovich, P. J.,Jacobson, M. J.,Coulson, R. L.,T. M. Duffy,D. H. Jonassen (Eds.)(1992).Constructivism and the Technology of Instruction: a Conversation.Hillsdale, NJ:Lawrence Erlbaum Associates.
27. Swanson, H.(1990).Influence of metacognitive knowledge and aptitude on problem solving.Journal of Educational Psychology,82(2),306-314.
28. Sweany, N. D.,McManus, T. F.,Williams, D. C.,Tothero, K. D.(1996).The use of cognitive and metacognitive strategies in a hypermedia environment.Paper presented at EdMedia.
29. Veenman, M.,Elshout, J.,Busato, V.(1994).Metacognitive mediation in learning with computer-based simulations.Computers in Human Behavior,10,93-106.
30. Vygotsky, L. S.,M. Cole,V. John-Steiner,S. Scribner,E. Soubrman (Eds.)(1978).Mind in Society.Cambridge, MA:MIT press.
31. Weinstein, C. E.,Mayer, R. E.,M. C. wittrock (Ed.)(1986).Handbook of research on teaching.New York:Macmillan.
32. West, K.C.,Farmer, J. A.,Wolff, P. M.(1991).Instructional design: Implications from cognitive science.Boston, Mass:Allyn and Bacon.
33. Wood, D.,Bruner, J. S.,Ross, G.(1976).The role of tutoring in problem solving.Journal of Child Psychology and Psychiatry,17,89-100.
34. 何祖鳳、陳俊榮、陳鉻欽(1998)。網路教學系統評估準則之研究。遠距教育，7，20-29。
35. 何榮桂、郭再興(1997)。網路化適性測驗系統。第六屆國際電腦輔助教學研討會論文集
36. 何榮桂、賴志宏(1997)。區域網路環境中之競爭式電腦輔助教學。第六屆國際電腦輔助教學研討會論文集
37. 不同電腦輔助教學環境對學習之影響－文獻回顧
38. 邱富宏(1999)。技術學院資訊教育試行建構式教學、合作學習－以五專資料庫系統教學為例。第十四屆全國技術及職業教育研討會論文集，商業類：資訊組
39. 唐文華(1998)。網路小學虛擬教室建立方法研究。遠距教育，5，5-18。
40. 張春興(1996)。教育心理學。台北:東華書局。
41. 張家倩、楊國德(1998)。遠距教育。
42. 張基成(1997)。電子績效支援系統之建構。視聽教育雙月刊，38(7)，20-27。
43. 莊淑閔、洪世家(1998)。WWW上居家學習模式之建構－以中小學教師在職進修為例。遠距教育，6，53-58。
44. 陳年興、曾建翰(1997)。全球資訊網上Web-Title之製作。遠距教育，2，12-21。
45. 陳俊隆、趙銘(2000)。以多代理人為基礎之智慧型教學系統之架構。第四屆人工智慧與應用研討會論文集
46. 陳得聖、許鄭金鳳(1999)。全球華人計算機教育期刊（網路）。香港:香港中文大學。
47. 陳德懷(1996)。智慧型電腦輔助學習系統的研究與發展。科學發展月刊，23(5)，456-468。
48. 楊家興(1998)。電話教室教學的研究。遠距教育，7，38-48。
49. 鄭安佑、陳韋宏、羅光宏、謝文雄、陳信良(1997)。課程隨選系統設計。遠距教育，2，40-46。

1. 羅綸新、莊秀卿、張正杰(2014)。多媒體呈現模式與認知風格對國小自然科學學習成效之影響。教育傳播與科技研究，108，31-48。
2. (2006)。自律學習管理系統的設計與製作以支援自律學習。教育研究學報，40(2)，1-22。
3. (2010)。圖像優於文字？N世代學生認知發展之探究。教育研究月刊，193，15-23。