體驗區
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| 篇名 |
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
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| 並列篇名 |
The Effects of Knowledge-Building-Based Digital Storytelling Activities on Third Graders’ Perception of Learning Environment, Oral Narrative Performances, and Knowledge Building Behaviors
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| 作者 |
洪米丁(Mi-Ding Hong)
、吳穎沺(Ying-Tien Wu)
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| 中文摘要 |
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。
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| 英文摘要 |
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.
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| 頁次 |
097-126
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| 關鍵詞 |
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
、TSSCI
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| 卷期 |
46:4
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| 日期 |
202312
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| 刊名 |
教育與心理研究
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| 出版單位 |
國立政治大學教育學院
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| DOI |
10.53106/102498852023124604004
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