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| Title: | 知識翻新對師資生想法發展之影響—以永續發展協作教案為例
Effects of knowledge building on teacher education students’ idea development: a case study of collaborative lesson design for sustainable development |
| Authors: | 卜一峰
Feng, Pock Yi |
| Contributors: | 洪煌堯
Hong, Huang-Yao
卜一峰
Pock Yi Feng |
| Keywords: | 知識翻新
知識論壇
協作教案
永續發展
PISA創意思考
Knowledge building
Knowledge forum
Collaborative lesson plan
Sustainable development
PISA creative thinking |
| Date: | 2023 |
| Issue Date: | 2023-07-06 16:38:01 (UTC+8) |
| Abstract: | 21世紀的教育趨勢除了倡導素養學習及終身學習，同時也關注永續議題的發展及學習者的想法發展。本研究旨在探究知識翻新對師資生想法發展之影響，協助師資生理解想法的本質、提升師資生的創意思考能力、同時關注師資生在教案設計的想法及對永續發展議題的認識。
本研究採個案研究，研究對象為某國立大學教育系大學部的32名（8組）師資生，課程內容為教學媒體與運用，研究時間為期一學期。研究的自變數為知識翻新活動，依變數為想法本質的理解、想法發展的結果、想法發展的歷程、想法能力的變化。研究採質化及量化的分析，資料來源主要有：有關想法本質的問題、小組協作教案設計、PISA創意思考模擬題答卷、知識論壇的討論貼文。資料分析的方式包括：想法編碼框架、教案評量指標、PISA 2022 創意思考評量規準、知識論壇分析工具、描述性統計及獨立樣本t檢定等。
經過知識翻新活動後，研究的結果有：（1）師資生認為想法可以是抽象和具體的、主觀和客觀的、獨立和群體產出的；（2）師資生在協作教案具有更多元的設計想法；（3）知識論壇促進師資生的想法互動；（4）師資生在PISA創意思考的多元想法上表現良好，唯創意想法及評價與改良想法仍需加強。
The educational trend in the 21st century not only advocates for competency-based learning and lifelong learning but also focuses on the development of sustainable issues and learners` ideation development. This study aims to explore the influence of knowledge building on the development of pre-service teachers` ideation, assist them in understanding the nature of ideation, enhance their creative thinking ability, and pay attention to their ideas on lesson planning and understanding of sustainable development issues.
The case study subjects of this study were 32 (8 groups) pre-service teachers in the Education Department of a national university in Taiwan. The course content was Teaching Media and Application, and the research lasted for one semester. The independent variable was knowledge building activities, and the dependent variables were the understanding of the nature of ideation, the results of ideation development, the process of ideation development, and changes in ideation ability. The study adopted qualitative and quantitative analyses, and the data sources mainly included: (1) questions about the nature of ideation; (2) collaborative lesson plan designs; (3) PISA creative thinking simulation test papers; (4) discussion posts on the knowledge forum. The data analysis methods included ideation coding framework, lesson plan evaluation indicators, PISA 2022 creative thinking assessment criteria, knowledge forum analysis tools, descriptive statistics, and independent samples t-tests.
After the knowledge building activities, the results of the study showed that: (1) pre-service teachers believed that ideation could be abstract and concrete, subjective and objective, and produced independently or collaboratively; (2) pre-service teachers had more diverse design ideas in their collaborative lesson plans; (3) knowledge forum facilitates the exchange of ideas among pre-service teacher; (4) pre-service teachers performed well in generating diverse ideation in PISA creative thinking, but there is still room for improvement in generating innovative ideas and evaluating and improving ideas. |
| Reference: | 台灣PISA國家研究中心（2021）。取自https://pisa.irels.ntnu.edu.tw/
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| Description: | 碩士
國立政治大學
教育學系
108152012 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0108152012 |
| Data Type: | thesis |
| Appears in Collections: | [教育學系] 學位論文
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