教師著作
Permanent URI for this collectionhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/31276
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Item Primary school students’decision-making argumentation in cyber-ethics dilemmas(Institute of Electrical and Electronics Engineers (IEEE), 2010-10-27) Lin, Chun-Hsu; Huang, Shih-Ming; Wu, Pei-Shan; Chiu, Chiung-HuiThis study involved 38 primary school students in a detective game about cyber-ethics dilemmas and explored students' skills at making a reasoned decision and presenting a convincing argument. This game continued for five weeks and was supported by a computer system. It started with a given speculation/hypothesis. Then each student collected at least a piece of supporting evidence and wrote it up on the computer system for each week. During the evidence collection period, the researchers, playing a witness of the opposing side, actively provided refuting evidence each week. For the last week, the students were required to draw respective conclusions/decisions based on their collected evidence and given refuting evidence. All the students' constructed arguments for describing evidences and conclusions were analyzed. It was found that most of the students (about 92%) developed arguments consisting of either claims only or claims and data. They would not be able to construct complicated arguments with backings, warrants and rebuttals.Item 導入「惡魔代言人(故意唱反調的人)」角色對學童參與線上合作論證及發展論證能力的影響(2011-07-01) 邱瓊慧; Chiu, Chiung-Hui本研究將針對國小學童進行網路合作論證，探討導入由學生扮演故意唱反調之「惡魔代言人」的效果，本研究探討的合作論證將包括兩人的小組及集體的社群形式，因此，將回答兩個主要問題：（1）導入由學生扮演惡魔代言人策略對學生以小組形式進行合作論證的效果為何？（2）導入由學生扮演惡魔代言人策略對學生於線上社群中參與合作論證的效果為何？本研究將安排學生分別參與有導入惡魔代言人及無導入惡魔代言人的合作論證活動，並藉由學生的論證能力、學習成就、學習態度、互動特徵來檢視導入惡魔代言人對小組合作及社群參與的效果。同時也將透過學生的滿意度調查針對一個支援合作論證的系統的可能設計、應用、及可行性進行探討。Item 以Web 2.0工具支援國小資訊課合寫筆記之研究(2010-07-01) 邱瓊慧; Chiu, Chiung-Hui本計畫針對國小學童於學校資訊課教學中使用Web 2.0工具（Google Docs）實施小組合寫筆記的效果進行研究。寫筆記的效用通常可從產出筆記「過程（process）」和複習筆記「結果（product）」兩部分來檢視，本計畫因此探討因不同產出過程及不同複習策略形成之不同「合寫筆記方法」的影響，本計畫關注的產出筆記過程包含共編及分享；複習策略則包含提問及摘要，規劃分三個階段，以三年時間完成，第一年探討學生共編及分享筆記的效果和差異；第二年於複習筆記時導入「提問」策略，探討共編式及分享式合寫筆記方法的效果和差異，第三年則導入「摘要」策略，探討共編式筆記及分享式合寫筆記方法的效果和差異。三年的研究皆透過學生的學習成就、學習態度、筆記品質、及小組互動特徵來檢視不同合寫筆記方法的效果。本計畫目前執行至第一階段，對於運用Web 2.0工具（Google Docs）於課堂合作（共編及分享）產出筆記的設計及應用將可提出具體、有效的建議。Item Enhancing Online Collaborative Discourse Quality: What Intervention is Needed and Which is Effective?(2010-09-24) Chiu, Chiung-Hui; Huang, Hsin-Chih; Hung, Ying-ChihItem Elementary school students’ attitudes toward applying wikis or blogs for collaborative note-taking activities(Association for the Advancement of Computing in Education (AACE), 2010-05-17) Chiu, Chiung-Hui; Chen, Cheng-Huan; Wu, Chiu-Yi; Ssu-WeiThis study explores the attitudes of elementary school students toward integrating wikis or blogs into collaborative lecture notes. A wiki site was used for collaborative note editing. A team of students divided their note-taking pages, record information on respective area of responsibility and reciprocally supplemented information to their partners’ areas. A blog site was used to share notes. Students in a team took notes on a respective page. However, they could read each others’ notes, leave comments on others’ pages and come back to modify their own notes. It was found that the students who took notes using blogs felt significantly more satisfied than students who using wikis.Item Group differences in computer supported collaborative learning: Evidence from patterns of Taiwanese students' online communication(Elsevier, 2010-02-01) Chiu, Chiung-Hui; Hsiao, Hsieh-FenThis study explored the differences among online elementary school student groups based on their communication features. Two hundred and ninety-one Taiwanese students, ranging in age from 11 to 12 years old, participated in this study. The students were randomly arranged within-class into three-member groups. Each group was asked to use a collaborative learning system to accomplish a group task generating a shared concept map. The textual discussions in each group during collaboration were collected, coded, categorized, and quantified to profile their communication characteristics. Cluster analysis on the resulting communication characteristics resulted in four types of small student groups, including passive or reticent, frequently off-task, actively participating, and knowledge emphasizing. Most student groups (56%) were found to be relatively passive or reticent. Frequently off-task student groups made a protrusive amount of messages for off-task social purposes. The actively participating student groups were characterized by abundant discussion, particularly for continuing task, managing procedure and coordinating efforts. The distinctive feature of knowledge emphasizing student groups was that they devoted particular attention to task related knowledge. In addition, they performed better in task accomplishment.Item Elementary students' participation style in synchronous online communication and collaboration(Taylor & Francis, 2010-11-01) Chiu, Chiung-Hui; Yang, H. Y.; Liang, T. H.; Chen, H. P.This research investigated how differently elementary school students participate in synchronous online collaborative learning by analysing their discussions with their partners. Two hundred and seventy-eight Taiwanese students, ranging in age from 11 to 12 years old, were involved in this study. The students were randomly arranged within-class into three-member groups. Each group used a collaborative learning system to discuss and accomplish a group assignment (creating a shared concept map). The textual discussions by each individual student were collected, categorised and accumulated. Cluster analysis was adopted to statistically classify students based on their discussion characteristics. We found that a student, while participating in online collaboration and communication, exhibited a distinct style: less contributing, coordination emphasising, communicative or task-oriented. In addition, students exhibiting the task-oriented pattern and students predominantly showing communicative behaviours were found to have better learning performance and retain more knowledge than students observed to be coordination emphasising or less contributing within group collaboration.Item The development of SCORM-conformant learning content based on the learning cycle using participatory design(Wiley-Blackwell, 2010-10-01) Su, C. Y.; Chiu, Chiung-Hui; Wang, T. I.This study incorporates the 5E learning cycle strategy to design and develop Sharable Content Object Reference Model-conformant materials for elementary science education. The 5E learning cycle that supports the constructivist approach has been widely applied in science education. The strategy consists of five phases: engagement, exploration, explanation, elaboration and evaluation. It has potential value for creating effective science e-learning materials. This study implemented the participatory design (PD) method to investigate the possibility of applying the 5E model to science e-learning materials. PD is an approach that understands knowledge by doing and focuses on collaborating with the intended users rather than designing ‘for’ them. In this study, researchers, designers and elementary science teachers cooperated at all stages of the design process (including explanation, analysis and decision making). The issues to be dealt with in this study included instructional designs based on the 5E model, techniques or specifications of e-learning, learning objects, metadata and procedures. The results of this study provided concrete recommendations for how to incorporate the 5E learning cycle and how to develop effective e-learning materials for elementary science instruction.Item Evaluating CSL/CFL Website Usability: A User-centered Design Approach(Association for the Advancement of Computing in Education (AACE), 2010-04-01) Huang, Chung-Kai; Hsin, Ching-O; Chiu, Chiung-HuiWith the widespread availability of Internet and computer technology, on-line web-based learning has become prevalent in the field of teaching Chinese as a second/foreign language (CSL/CFL). This study examined the concepts of usability and types of design elements that help construct an effective web-based learning environment, as well as their relationship with user perspectives from both CSL/CFL learners and teachers. The participants’ navigation experiences were investigated as they performed and reflected upon the guided usability tasks on assigned websites via a semi-structured think-aloud interview. Captivate and Audacity software were used purposively to capture users’ navigation paths and record reflections during each test section. The findings provide a profile of design issues and examples in terms of interface, information and interaction along with pedagogical suggestions to consider in future CSL/CFL website design and development.