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    Please use this identifier to cite or link to this item: http://asiair.asia.edu.tw/ir/handle/310904400/26281


    Title: 國小自然科科學探究適性評量與診斷系統之研製與應用
    Authors: 曾憲雄
    Contributors: 資訊學院;資訊多媒體應用學系?
    Keywords: 科學探究;適性評量;個人化診斷;評量管裡;國小自然科;Scientific Inquiry;Adaptive Assessment;Personalized Diagnosis;Assessment Management;Elementary School Natural Science
    Date: 2011
    Issue Date: 2013-07-18 07:53:31 (UTC+0)
    Abstract: 目前科學探究式學習(Scientific Inquiry based Learning)已經廣受到重視,其目的在於能使學生發展科學探究的知識與理解,就像了解科學家如何研究自然世界一樣。因此,如果學生能具備科學探究的能力(Scientific Inquiry Ability),則他們便能進行研究、從不同的資源中收集證據、從資料中發展解釋、去為所作的結論作說明與答辯。基於此原因,教師應該教導學生不只去學習到概念上的知識,也應該要習得科學探究的能力。因此,要如何評量學生的科學探究能力,對於培養探究式的學習(Inquiry-based Learning)來說是必須與重要的。一般來說,紙筆測驗(Paper-and-Pencil Test)是一個評量學生科學探究知識(Scientific Inquiry Knowledge)的合適方式,但此方式卻不易於評量出關於科學探究之高階能力的學習問題,例如: 程序性知識(Procedural Knowledge)、問題解決能力(Problem Solving)、與統整能力(Integrative Abilities)等等。而手動評量與分析學生的探究歷程,對教師而言亦是困難與耗時的。因此,為了將科學探究的學習與評量模式推廣給國小教師與學生使用,以便及早培養學生的科學探究能力,一個能符合國小教師教學與使用情境需求,以及學生學習模式的高穩定性專用系統是相當重要的。所以,本計畫針對國小高年級學生在自然科學科領域上,研發一套[國小自然科之科學探究適性評量與診斷系統],此系統將包含1) 科學探究教師評量管理系統與2) 科學探究學生適性測驗與診斷系統。前者目的在於希望經由系統的輔助,教師能夠有效地自行規劃符合其教學需求的科學探究評量活動(Scientific Inquiry Assessment Activity)與定義評量活動相關的學科與評量診斷知識。而藉此教師的評量活動規劃,學生可藉由科學探究學生適性測驗與診斷系統來進行線上科學探究之評量與測驗。且系統可自動地針對學生在系統中所記錄的評量歷程,進行個人化之分析與診斷,以提供學生不只學科概念問題的分析,並提供在科學探究能力上之問題說明與建議,進而提升學生科學探究能力之學習成效。目前本計畫已經完成系統開發,並正在進行系統試用實驗計畫。

    Nowadays, Scientific Inquiry based learning has been paid much attention. Its purpose aims to make students develop knowledge and understanding of scientific ideas as well as an understanding of how scientists study the natural world. Therefore, students are capable of conducting an investigation, collecting evidence from a variety of sources, developing an explanation from the data, communicating and defending their conclusions if they possess the scientific inquiry ability. For this reason, teachers should teach students to lean and acquire not only the conceptual knowledge, but also the scientific inquiry ability. Accordingly, the assessment concerning the scientific inquiry is necessary and required for fostering the inquiry-based learning. In general, the paper-and-pencil test is a suitable approach to measure students‘ scientific inquiry knowledge but it’s not easy to evaluate the learning problems and performance of the higher order capabilities related to the scientific inquiry, such as the Procedural Knowledge, and Problem Solving and Integrative Abilities. Moreover, assessing the student’s portfolio of scientific inquiry is also difficult and time-consuming for teachers. Therefore, to provide teachers in elementery schools with the scientific inquiry based learning and assessment, and to foster students‘ scientific inquiry capabilities, a dedicated system to meet realistic needs of teachers in teaching and students in learning is very important and necessary. Accordingly, this project will design and develop a Adaptive Assessment and Diagnosis System of Scientific Inquiry in Elementary School Natural Science, which consists of two subsystems: 1) Scientific Inquiry Assessment Management for Teachers (SIAMT), and 2) Scientific Inquiry Adaptive Assessment and Diagnosis for Students (SIAADS). The former aims to assist teachers in editing the Scientific Inquiry Assessment Activity (SIAA) associated with assessment knowledge to meet their teaching requirements. The personalized diagnostic report will provide students with the learning problems concerning not only the conceptual knowlede of subject but also the scientific inquiry capabilities for improving their learing performance in terms of scientific inquiry.
    Appears in Collections:[行動商務與多媒體應用學系] 科技部研究計畫

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