| Abstract: | 本研究計畫旨在發展、測試與修正「想法中心設計」(idea-centered design)之教學設 計理論。研究者在過去四年左右一直致力於此教學設計理論的探究(see Hong & Sullivan, 2009; Hong, Chen, Chang, Liao, & Chan, 2009)。「想法中心設計」是一個正在發展中 (emerging)的教學設計理論，也是一個創新的教學觀點。它強調將「學習」視為一個持 續創造知識的歷程(Hong & Sullivan, 2009; Paavola, Lipponen, & Hakkarainen, 2002, 2004)、將「教學」視為是一個把學生培養成為知識工作者或創造者的歷程(Cohen, 1989; Bereiter & Scardamalia, 1993, 2003; Sawyer, 2004, 2006; Hong, Chen, Chai, & Chan, 2011)、以及將「學校」視為是一個生產和創新知識的組織；而其主要教育目標則是要 將學生轉化成為一個在知識社會中具有高創意和生產力的公民(Hargreaves, 1999; Scardamalia & Bereiter, 1999; Brown, 1997; Zhang, Hong, Scardamalia, Teo, & Morley, 2011)。 根據上述研究目的、同時也呼應本年度(101 年度)科教處專題計畫徵求書的研究重 點(重點代號：301--數位學習理論、策略與評鑑)，本研究計畫在未來四年中執行四個相 關研究以進一步發展、實驗並修正上述之「想法中心設計」教學理論。首先，在第一年 的計畫中，本研究主要將關注於文獻的回顧與探討，透過教學(pedagogical)、心理 (psychological)和科技(technological)等面向的文獻與理論分析，來強化「想法中心設計” 的教學理論。在第二年的計畫中，本研究之重點則為編製一個可以評量以「想法中心設 計」為基礎的電腦支援協作學習(CSCL)環境的量表。在第三年的計畫中，本研究則將 關注於個案研究上。透過實證以探討並嘗試將「想法中心設計」之教學設計理論應用在 真實情境的CSCL 環境中，同時也會應用第二年所編製的量表來測量此個案中的受試 者。本研究在第四年時則將使用「設計本位研究法」(design-based research, DBR)。透過 DBR，本研究將進一步修正並重新設計必要的變項和研究設計，以改進前一年研究中所 發現的設計缺點。綜言之，本研究在四年的規劃中，第一年將是較為概念化導向的研究； 第二年則是屬於較工具性導向的研究；而第三和第四年，則是偏向實證導向的研究—將 透過修正先前的研究設計(第三年)，進而將新的設計用在接下來的第四年實驗中。 在這四年裡，本研究擬達成以下幾個重要目標：(1) 透過文獻回顧，以深入了解如 何將「想法中心設計」的教學設計理論運用於電腦支援協作學習(CSCL)環境中（第一 年）；(2)編製一個具有高信、效度的量表工具，以評量以想法為中心的電腦支援協作學 習的環境氛圍（第二年）; (3)透過蒐集實證資料以瞭解「想法中心設計」的教學設計理 論在實際應用於電腦支援協作學習環境後，對學生學習的影響為何？（第三年）；(4) 透過重新設計和修正前一年（第三年）研究所發現的設計缺乏，進一步了解有助於或有 礙於「想法中心設計」理論實行的因素為何（第四年），並藉以修正本「想法中心設 計」教學設計理論。
The purpose of this research proposal is to develop, test, and strengthen a potential instructional design theory called “idea-centered design” that I have been working on for the past 4-or-so years (see Hong & Sullivan, 2009; Hong, Chen, Chang, Liao, & Chan, 2009). As a potential, emerging instructional design theory, it represents a new view of pedagogy that highlights learning as a process of knowledge creation (Hong & Sullivan, 2009; Paavola, Lipponen, & Hakkarainen, 2002, 2004), views teaching as a process of facilitating and cultivating students to become knowledge-creators (Cohen, 1989; Bereiter & Scardamalia, 1993, 2003; Sawyer, 2004, 2006; Hong, Chen, Chai, & Chan, 2011), and considers schools as knowledge-creating organizations whose aim is to transform students into creative and productive citizens in a knowledge-based society (Hargreaves, 1999; Scardamalia & Bereiter, 1999; Brown, 1997; Zhang, Hong, Scardamalia, Teo, & Morley, 2011). Corresponding to this year NSC’s Call for Proposal (101 年度科教處專題計畫徵求書) ) (Topic No.: 301-- E-Learning theories, strategies and evaluation) (重點代號：301--數位學習 理論、策略與評鑑), I plan to administer four different but related studies in four year in order to further develop, test, and refine the above mentioned instructional design theory, First, in year 1, my study focus will be on reviewing, exploring and strengthening the pedagogical, psychological, and technological ground of the “idea-centered design” theory. In year 2, my study focus will be on creating a survey scale for assessing “idea-centered” CSCL (computer-supported collaborative learning) environments. In year 3, my study focus will be on a case study that explores and tests the “idea-centered design” theory in authentic CSCL environments with the survey scale developed in Year 2 employed for testing the theory in this case study. In Year 4, I will adopt design-based research method and re-iterate my study administered in the previous year after carefully calibrating all necessary variables and research design. In brief, the research study will be more conceptually oriented in year 1, instrumentally oriented in year 2. But in years 3 and 4, our research study will be more practically oriented; by revising the design of a previous year (Year 3) to inform the new design of the following year (Year 4). Over 4 years, I intend to achieve the following goals: (1) to understand in-depth the nature, and the role, of “idea-centered design” theory in CSCL environments through extensive literature review (year 1); (2) to create an reliable and valid instrument for assessing idea-centered, CSCL environments (year 2); (3) to understand the practical effects of “idea-centered design” on student learning by testing it in authentic CSCL environments for a whole semester (Year 3); and (4) to further understand what contributes or hinders successful implementation of “idea-centered design” by re-designing and revising the previous study in Year 3 (Year 4). |
