以行動載具數位說故事輔助公民參與社會之教學歷程：以教師引導小學生探索農舍議題為例

The Teaching Process of Guiding Elementary Students to Participate in Social Issues through Mobile Devices: Take Farmhouse Issue in Taiwan for Example

10.6137/RECT.2016.114.02

游政男(Yu, Cheng-Nan)

數位說故事 ； 行動學習 ； 概念構圖 ； 故事線 ； Digital storytelling ； Mobile learning ； Concept mapping ； Storyline

教育傳播與科技研究

114期（2016 / 08 / 31）

21 - 42

繁體中文

本研究目的為一位教師應用行動載具之概念構圖輔助國小學生，以數位說故事的方式探討當地農舍議題，學生使用行動載具的可攜特性、影音、概念構圖功能，配合農舍議題之公民參與、社會實踐、故事線創意特質，完成一個命名為「2015 宜蘭農舍選擇題」之短片的教學歷程。研究方法以敘事研究，對一連貫脈絡發生事件之意義探求的方式，收集包括時間、文本順序、脈絡，與過程中對各方聲音、詮釋與反思的資料。研究發現教師能透過行動載具的軟硬體協助，以及小學生特有的邏輯，產出生、師、行動載具的共同建構架構，完成以法規、自然人文影響、農業政策與農民處境等四個方向探討之十五分鐘農舍議題探討短片。

The study focused on the process of teaching elementary students to explore local farmhouses and to digitally tell stories about the houses using concept mapping with mobile devices. Students made use of the features of mobile devices such as portability, video filming, and concept mapping. A digital story named ＂2015 Yi-lan Farmhouse Choices＂ was created which concerned about citizen participation, social practice, and storyline creativity. A narrative research method was used that perused the meaning of context of coherent occurrences. Data such as time order, text sequencing, contexts, and participants' viewpoints were collected. In the study, the researcher found that, with the assistance of the hardware and software of mobile devices, the teacher was able to guide elementary students through the process of producing a film following students' logical thinking. Mobile devices could help students and teachers to accomplish the whole teaching process in appropriate arrangement. Students and the teacher could co-construct a short film discussing farmhouse issues in four dimensions: laws, natural and human impact, agricultural policies and farmers' plight.

1. 白亦方(2007)。後現代課程研究的內涵與應用性評析。課程與教學，10(3)，17-30。
   連結：
2. 張讚國、劉娜(2016)。從定調到解釋性界限：占中運動、商業報紙與獨立媒體。傳播研究與實踐，6(1)，45-77。
   連結：
3. 游政男(2014)。教師指導學生自編鄉土教材之過程與結果之探索。嘉大教育研究學刊，32，67-90。
   連結：
4. 董秀蘭(2016)。社會領域：一個培養現代公民素養與核心能力的關鍵領域。國家教育研究院教育脈動電子期刊，5，1-12。
   連結：
5. 廖冠智、薛永浩(2013)。多向文本與故事基模─國小學童述說科學發明故事之歷程探究。設計學報，18(3)，41-61。
   連結：
6. 蔡清田、雲大維(2008)。從SWOT 分析鄉土教育課程發展之研究。致遠管理學院學報，3，47-82。
   連結：
7. 國民中小學九年一貫課程綱要社會學習領域（2008）。國民中小學九年一貫課程綱要社會學習領域。97 年國民中小學九年一貫課程綱要。上網日期2016 年7 月22 日，取自teach.eje.edu.tw/data/files/class_rules/society.pdf
8. 阮明淑（2012）。敘事研究／ narrative research。上網日期2016 年7 月22 日，取自http://terms.naer.edu.tw/detail/1678852/
9. 宜蘭椒點論壇（2016）。違規農舍加徵房屋稅？符合公平正義？上網日期2016 年7月22 日， 取自https://www.youtube.com/watch?v=pDAewydVHVs
10. 傅加興、許家驥、吳俊葵、鄭和明（2016）。宜蘭農舍變豪宅 鑽漏洞巧門大公開。上網日期2016 年7 月22 日，取自https://www.youtube.com/watch?v=h3jo3BqJQLk
11. 林靜梅、陳立峰（2015）。宜蘭農舍逾7,600棟7 成農地違規使用。上網日期2016 年7 月22 日， 取自https://www.youtube.com/watch?v=l_F01_s8IhU
12. 彭新一（2015）。豪華農舍蓋不停， 宜蘭日長一棟屋。上網日期2016 年7 月22 日， 取自https://www.youtube.com/watch?v=9ZSIdBkGD9I
13. 守護宜蘭工作坊（2015）。要種田去別的地方種? 守護自己土地要去他鄉？落實農地農用 我們無懼為子孫留一畝田。守護宜蘭工作坊的聲明。上網日期2016 年7月22 日， 取自https://www.facebook.com/lanfarmhouse/posts/1615961411970958
14. 黃富溢（2016）。抑制假農舍真民宿 宜蘭加收房屋稅。上網日期2016 年7 月22 日， 取自https://www.youtube.com/watch?v=w6KnmPEWaic
15. Ahlquist, S.(2013).Storyline: A task-based approach for the young learner classroom.ELT Journal,67(1),41-51.
16. Burgess, J.(2006).Hearing ordinary voices: Cultural studies, vernacular creativity and digital storytelling.Continuum: Journal of Media & Cultural Studies,20(2),201-214.
17. Chen, C. H.(2010).The implementation and evaluation of a mobile self-and peerassessment system.Computers & Education,55(1),229-236.
18. Chu, H. C.,Hwang, G. J.,Tsai, C. C.(2010).A knowledge engineering approach to developing mind tools for context-aware ubiquitous learning.Computers & Education,54(1),289-297.
19. Chu, H. C.,Hwang, G. J.,Tsai, C. C.,Tseng, J. C. R.(2010).A two-tier test approach to developing location-aware mobile learning systems for natural science courses.Computers & Education,55(4),1618-1627.
20. Clark, D.,Linn, M. C.(2003).Designing for knowledge integration: The impact of instructional time.The Journal of the Learning Sciences,12(4),451-493.
21. Duffy, M. M.(2015).State-led education for democratic socialism: Venezuela' education missions.Journal for Critical Education Policy Studies,13(3),178-194.
22. Duffy, T. M.,Lowyck, J.,Jonassen, D. H.(1993).Designing environment for constructive learning.Heidelberg, Germany:Springer-Verlag.
23. Egenti, M. N.(2013).Influence of multi-media communication strategies on mass mobilization and participation in adult education and community development for development.Journal of Educational Review,6(4),505-510.
24. Emo, W.,Wells, J.(2014).Storyline: Enhancing learning and teaching through coconstructed narrative.Psychology of Education Review,38(2),23-27.
25. Evangelos, T.,Elissavet, G.,Anastasios, A. E.(2008).The design and evaluation of a computerized adaptive test on mobile devices.Computers & Education,50(4),1319-1330.
26. Gaines, B. R.,Shaw, M. L. G.(1995).Concept mapping on the Web.Fourth International World Wide Web Conference,Sebastopol, CA:
27. Germeten, S.(2013).Personal narratives in life history research.Scandinavian Journal of Educational Research,57(6),612-624.
28. Gürol, A.,Kerimgil, S.(2012).Primary school education pre-service teachers' views about the application of storyline method in social studies teaching.International Online Journal of Educational Sciences,4(2),325-334.
29. Huang, Y. M.,Jeng, Y. L.,Huang, T. C.(2009).An educational mobile blogging system for supporting collaborative learning.Educational Technology & Society,12(2),163-175.
30. Hung, C. M.,Hwang, G. J.,Huang, I.(2012).A project-based digital storytelling approach for improving students' learning motivation, problem-solving competence and learning achievement.Educational Technology & Society,15(4),368-379.
31. Huseyin, U.,Nadire, C.,Erinc, E.(2009).Using mobile learning to increase environmental awareness.Computers & Education,52(2),381-389.
32. Isabelle, A. D.(2007).Teaching science using stories: The storyline approach.Science Scope,31(3),16-25.
33. Jonassen, D. H.,Beissner, K.,Yacci, M.(1993).Structural knowledge: Techniques for representing, conveying, and acquiring structural knowledge.Hillsdale, NJ:Lawrence Erlbaum Associates.
34. Joo, K. H.,Kim, S. H.(2009).Development and application of an efficient ubiquitous teaching and learning model.the 11th International Conference on Advanced Communication Technology,Phoenix Park, Korea:
35. Kasymova, J.(2014).Analyzing recent citizen participation trends in Western New York: Comparing citizen engagement promoted by local governments and nonprofit organizations.Canadian Journal of Nonprofit & Social Economy Research,5(2),47-64.
36. Kidd, J.(2006).Digital storytelling at the BBC: The reality of innovative audience participation.the RIPE Conference,Amsterdam, NL:
37. King, L.(Ed.)(2002).Game on: The history and culture of videogames.London:Universe.
38. Kommers, P.(Ed.),Jonassen, D.(Ed.),Mayes, T.(Ed.)(1992).Cognitive tools for learning.Berlin, Germany:Spring-Verlag.
39. Lambert, J.(2010).Digital storytelling cookbook.Berkeley, CA:Digital Diner Press.
40. Lessig, L.(2004).Free culture: How big media uses technology and the law to lock down culture and control creativity.New York:Penguin.
41. Livingstone, S.(2004).Media literacy and the challenge of new information and communication technologies.The Communication Review,7(1),3-14.
42. Maier, R. B.,Fisher, M. M.(2006).Strategies for digital storytelling via tabletop video: Building decision making skills in middle school students in marginalized communities.Journal of Educational Technology Systems,35(2),175-192.
43. McLuhan, M.(1964).Understanding media: The extensions of man.New York:MIT Press.
44. Nelson, W. A.,Palumbo, D. B.(1992).Learning, instruction, and hypermedia.Journal of Education Multimedia and Hypermedia,1(3),287-299.
45. Patiño, J. G.,Guitart, M. E.(2014).Some of the challenges and experiences of formal education in a Mobile-Centric Society (MCS).Digital Education Review,25,64-86.
46. Porter, B.(2005).Digitales: The art of telling digital stories.Denver, CO:Bernajean Porter Consulting.
47. Rajaraman, V. R.(2014).Steve Jobs - Who blended art with technology.Resonance: Journal of Science Education,19(10),917-935.
48. Shields, P.(1996).Exploring concepts across grade levels through the storyline strategy.Canadian Social Studies,30(2),87-88.
49. Standley, M.(2003).Digital storytelling: Using new technology and the power of stories to help our students learn and teach.Cable in the Classroom,2003,16-18.
50. Stefanski, A. J.(2016).Here to stay: A teacher's 46-year journey with accountability in one school context.Mid-western Educational Researcher,28(2),128-147.
51. Steinwart, M. L.,Ziegler, J. A.(2014).Remembering Apple CEO Steve Jobs as a "Transformational leader": Implications for pedagogy.Journal of Leadership Education,13(2),52-66.
52. Strickland, M.(2012).Storylines: Listening to immigrant students, teachers, and culturalbridge persons making sense of classroom interactions.Middle Grades Research Journal,7(2),77-93.
53. Warschauer, M.(2003).Technology and social inclusion: Rethinking the digital divide.Cambridge, MA:MIT Press.
54. Yang, Y.-T. C.,Wu, W.-C. I.(2012).Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study.Computers and Education,59(2),339-352.
55. Yen, J. C.,Lee, C. Y.,Chen, I. J.(2012).The effects of image-based concept mapping on the learning outcomes and cognitive processes of mobile learners.British Journal of Educational Technology,43(2),307-320.
56. 吳芝儀譯、Lieblich, A.、Tuval-Mashiach, R.、Zilber, T.(2008)。敘事研究：閱讀、詮釋與分析。嘉義:濤石。
57. 周慶祥(2013)。如何說故事？數位溝通與敘事能力課程設計與省思。2013 中華傳播學會年會暨第九屆媒介與環境國際學術研討會
58. 張春興(1996)。教育心理學：三化取向的理論與實踐。臺北:東華。
59. 蔡雅泰(2006)。碩士論文(碩士論文)。高雄師範大學教育學系。
60. 翰林出版社(2015)。社會科習作第八冊。臺南:翰林出版社。

1. 黃瓊儀,郭晴之,張美珍(2022)。行動載具應用於國小跨領域健康體位專題式課程教學歷程與成效之研究。高雄師大學報：教育與社會科學類，52，1-26。
2. 黃瑜婷,范丙林,俞齊山(2021)。植基於人物誌與使用者經驗的數位化說故事App之設計研究。教育傳播與科技研究，125，71-87。
3. 梁朝雲,余家豪(2022)。農業知識非營利網站的使用意願。教育傳播與科技研究，130，67-86。
4. 薛為蓮,楊肅健(2019)。以概念構圖軟體輔助寫作認知策略教學之探究。教育傳播與科技研究，120，17-33。
5. 游政男(2019)。透過行動載具輔助紀錄片初學者之教學設計：以社區探索紀錄片為例。傳播研究與實踐，9(1)，33-64。