合作學習理論應用在無機化學網站之研究

The Application of Collaborative Learning Theory on the Inorganic Chemistry Web Site

10.6623/chem.2002050

翁榮源(Zangyuan Own)；巫姿嬅(Tzuhua Wu)

合作學習 ； 無機化學 ； 電腦輔助學習 ； Cooperative Learning ； Inorganic Chemistry ； Computer Assisted Learning

化學

60卷3期（2002 / 09 / 01）

531 - 539

繁體中文

本研究透過網際網路輔助學習的教學內容，將學習模式區分為合作式學習與非合作式學習；學習者認知型態則是依據「藏圖測驗」分為場地獨立與場地依賴兩組。研究對象以靜宜大學應用化學系三年級108 位學生分為實驗、控制兩組；研究時間為一學期四個月。本研究的結果如下：(一)在學習成效部分，學生在合作式網路輔助學習中的學習成效優於在非合作式網路學習中的學習成效；而不同背景學生中，又以場地依賴、低先備知識的學生，在合作式網路輔助學習中的表現明顯優於在非合作式網路輔助學習中的表現。(二)在學習滿意度部分，學生經過網路輔助合作學習後，在認知、情意、技能向度以及學習模式，結果傾向於認同與非常認同網路輔助合作學習對學生的學習是有幫助的。

Learners who are setting for two groups: cooperative learning and non- cooperative learning study the subject content through Internet Assisted Learning under this research. Learners’ cognitive style is according to the questionnaire to divide by field independence and field dependence. The subjects in this study were 108 junior students from Providence University, the department of Applied Chemistry. They were divided into two groups：the experimental group and control group. The experiment lasts for 4 months. The research concludes: (一) In the part of learning efficiency, students under the cooperative learning show much more studying efficiency progresses than those under non-cooperative learning. Therefore, field dependence students and lower prior knowledge students with different background are more outstanding in the cooperative learning environment then non-cooperative learning environment. (二) In the part of learning satisfaction, Through cooperative learning, students tend to agree that internet cooperative learning is helpful on the issue of recognize、affective、skill dimensions and learning mode affection.