English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  Items with full text/Total items : 111283/142199 (78%)
Visitors : 48172877      Online Users : 266
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
    •  Adv. Search
    Home ‧ Login ‧ Upload ‧ Help ‧ About ‧ Administer Goto mobile version


    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/150072


    Title: 知識翻新導向的數位說故事活動對國小三年級學生學習環境覺知、口語敘事表現與知識翻新行為之影響
    The Effects of Knowledge-Building-Based Digital Storytelling Activities on Third Graders’ Perception of Learning Environment, Oral Narrative Performances, and Knowledge Building Behaviors
    Authors: 洪米丁;吳穎沺
    Hong, Mi-Ding;Wu, Ying-Tien
    Contributors: 教育與心理研究
    Keywords: 口語敘事表現;知識翻新行為模式;知識翻新導向;數位說故事;學習環境覺知
    oral narrative performance;knowledge building behavioral pattern;knowledge-building-based;digital storytelling;perception of learning environment
    Date: 2023-12
    Issue Date: 2024-02-29 15:20:06 (UTC+8)
    Abstract: 本研究旨在探討基於「知識翻新理論」所設計之「數位說故事」的學習活動對於國小三年級學生「數位說故事」的學習歷程與學習成效的影響。研究對象為兩班國小三年級學生（均為26人），其中一班為實驗組，另外一班為對照組。在本研究中，實驗組及對照組分別實施為期8週的「知識翻新導向數位說故事教學」與「一般數位說故事教學」，並於教學前後分別針對兩班參與學生對於學習環境的覺知與「口語敘事表現」進行評量，此外，本研究亦蒐集兩組學習者在數位學習平臺上的討論內容，以了解他們在線上討論的「知識翻新」行為。結果顯示，整體而言，相較於「一般數位說故事教學」，「知識翻新導向數位說故事教學」可顯著提升國小三年級學生「知識翻新」取向的學習環境覺知與「口語敘事表現」（p < .05）。此外，本研究亦發現兩組學生在線上討論的「知識翻新」行為類型分布有顯著差異（p < .01），實驗組學生有較多的「想法改進」與「想法多樣性」，最後，滯後序列分析的結果亦顯示，實驗組在「想法產生」到「想法改進」與「社交談話」到「社交談話」這兩項「知識翻新」行為序列達到顯著（p < .05），而對照組則無顯著之「知識翻新」行為序列。
    This study explored the effects of Knowledge-Building-based (KB-based) digital storytelling activities on third graders’ learning process and their oral narrative performance. The participants were two classes of third graders. One class was assigned as the experimental group (n = 26), while the other was assigned as the control group. A quasi-experimental research design was used in this study. The treatments were two different digital storytelling instructions (for eight weeks, two classes a week). The KB based digital storytelling instruction was designed and implemented in the experimental group, while conventional digital storytelling instruction was implemented in the control group. Before and after the instruction, the student’s perception of learning environment and oral narrative performances were evaluated. Also, data regarding their knowledge building behaviors revealed from their online discussions was collected and analyzed. This study revealed that, in general, the students in the experimental group compared perceived a significantly more KB-oriented learning environment than their counterparts. Also, they demonstrated more advanced knowledge-building behaviors, particularly in terms of “idea improvement” and “idea diversification.” Besides, they also demonstrated the two significant knowledge-building behavior patterns: “idea generation” to “idea improvement” and “social talk” to “social talk”, while no significant knowledge-building behavior pattern was exhibited by their counterparts.
    Relation: 教育與心理研究, 46(4), 97-126
    Data Type: article
    DOI 連結: https://doi.org/10.53106/102498852023124604004
    DOI: 10.53106/102498852023124604004
    Appears in Collections:[教育與心理研究 TSSCI] 期刊論文

    Files in This Item:

    File Description SizeFormat
    46-4-4.pdf4685KbAdobe PDF130View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback