網路知識競賽平台之知識內容分析與理解歷程：以節水科技為例

An Analysis of the Science & Technology Comprehension for Water Resources Saving in the Network Knowledge Competition Participated by the Populace

10.29495/CITE.201006.0111

張美珍；朱耀明；劉建宏

內容分析 ； 知識建構 ； 知識分類 ； 知識理解 ； 節水科技 ； content analysis ； knowledge constructing ； knowledge classification ； knowledge comprehension ； water-saving technology

科技教育課程改革與發展學術研討會論文集

2010期（2010 / 06 / 01）

111 - 120

繁體中文

本研究旨在了解2009年由國立科學工藝博物館所舉辦的生活節能創意競賽之網路知識競賽網站「能源魔法師」節水組問答內容，經過近五個月共249支隊伍激烈競爭，累積達303筆節水議題與2570筆回答內容等相當豐富的網路主題式探究學習歷程資料，已達到推廣能源教育網路知識分享之目的。本研究除了在競賽當中協助鑑別參賽隊伍回答問題的內容質量外，針對眾多隊伍在節水科技議題網路問答的腦力激盪下脫穎而出的冠軍隊伍「Gift Kids」，以內容分析法及新版布魯姆(2001)認知領域教育目標之知識向度、科技理解向度、認知歷程及表達理解行為，來歸類由專家及各參賽隊伍提問的問題內容及冠軍隊伍「Gift Kids」之回答內容，分析問答內容其事實知識、概念知識、程序知識及後設認知知識為何，及其理解的具體表現行為，並探知「Gift Kids」對水資源之概念、節水科技之理解及節水策略之運用等三大類之心智圖，最終請二位專家進行審查以建立專家效度，並考驗不同分析者間的一致性以建立研究工具的信度，提高分析者信度。本研究可作為科工館能源魔法師網站節水組線上學習與競賽的成果，期望本研究亦可供生活科技教師與競賽網站活動單位評審分析之參考。

This research aimed at understanding the content incruding both question and answer of water-saving group on the network knowledge competition website ”Energy Magician” established by Nationnal Science And Tecnology Museum that held Energy Saving contest. During nearly five months, a total of 249 teams hade competed and accumulated a huge mass of data, 303 water-saving issues and 2570 answers. This network knowledge competition platform has rich content and information, through WebQuest Inquiry Learning process, finally has reached the purpose to promote network knowledge-sharing of energy education. This study not only helped NSTM to identify the quality of all the Q&A content provided by the teams, but also analyzed The Science & Technology Comprehension for Water Resources Saving of the champion ”Gift Kids” after a number of teams brainstorming, with content analysis method and a revision of Blooms' educational objectives (Anderson et al, 2001), cognitive dimensions of the knowledge, dimensions of science and technology comprehension, cognitive process and behavior of express comprehension. Those questions were raised by experts and the participating teams, and the answers were raised by the champion ”Gift Kids”. By classifying all the Q&A, the auther attempted to differentiate factual knowledge, conceptual knowledge, procedural knowledge and meta-cognitive knowledge. Besides, the auther tried to realize the champion's concept of water resource, comprehension of science & technology for water-saving and utilization of water-saving strategy, three major categories of Mind Mapping. Eventually in this research, two experts were invited to review classification and improve the reliability of analyst.