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| Title: | 線上科學對話與知識建構對大學生語言學習的影響
Effects of online scientific discourse and knowledge building on college students’ language learning |
| Authors: | 廖筱毓
Liao, Hsiao Yu |
| Contributors: | 洪煌堯
Hong, Huang Yao
廖筱毓
Liao, Hsiao Yu |
| Keywords: | 知識建構教學
科學探究
語言鷹架
問題品質
語言詞彙
knowledge building
scientific inquiry
language scaffold
questioning
scientific vocabulary |
| Date: | 2012 |
| Issue Date: | 2013-02-01 16:52:46 (UTC+8) |
| Abstract: | 本研究旨在探究線上科學對話的知識建構活動對大學生在語言學習與運用上的影響。研究對象為大學生。藉由觀察大學生在知識論壇(Knowledge Forum)學習平台上的討論活動，以分析學生科學知識建構習得的情形、與科學語言使用的模式。同時在知識論壇裡也設定個人與小組的學習目標、協助其進行科學探究，並經由個人與同儕間的集體合作來幫助彼此發揮最大的學習效果。其中，學生在知識論壇上的知識建構活動主要以對話方式進行。在為期18週的科學探究活動裡，大學生在知識論壇上逐步形成科學學習社群，而觀察這個社群裡大學生語言使用的模式與情形是本研究的核心。
本研究採個案研究。以修習自然科學概論的大學生(N=52)為研究對象，資料來源有：(1) 大學生期末成果報告；(2) 知識論壇上的提問內容；(3)語言鷹架使用資料；與(4)平台上的對話詞彙資料。資料分析主要聚集在探討大學生的分組期末報告評分結果與以下其它分析的關係，包括(1)知識論壇上的提問問題品質分析；(2)大學生於知識論壇上語言鷹架的使用情形分析；與(3)大學生於知識論壇上語言詞彙的使用情形分析。
本研究獲致結論有四：(1)透過對話的知識建構活動能夠達到促進語言習得的效果；(2)透過對話的知識建構活動能有助於改進學生提問問題的品質；(3)語言鷹架的使用能幫助學生加強組織各類知識的能力；與(4)透過對話的知識建構活動能讓學生在詞彙使用上更豐富。
本研究希望幫助語言教學者與研究者了解，語言學習可以是隱藏於科學探究下的一項附屬學習。希望透過本研究的結果可以啟發未來致力於語言教學的教育工作者在進行教學時有更多不一樣的想法與作法，進而促進不同的語言學習效果。
The purpose of this study was to investigate whether online scientific discourse within a knowledge building context has any effects on college students’ language learning. Participants were 52 first-year college students in a university in Taiwan. Knowledge Forum--an online learning software program designed for knowledge building—was employed to provide an open and free learning environment for students to engage in scientific discourse, information-sharing, reflection on scientific knowledge, and disciplinary knowledge integration etc. Students worked collectively in Knowledge Forum for 18 weeks, and they gradually formed a learning community.
Research method of this study was based on case study. Data sources mainly came from: (1) students’ final presentation; (2) student’s questions contributed in Knowledge Forum; (3) language scaffolds employed by students in Knowledge Forum; and (4) students’ discussion as recorded in a Knowledge Forum database. Data analysis were performed to look into the relationships between scores of students’ final group presentations and (1) qualities of questions asked by students from different groups; (2) language scaffolds used by different groups of students; as well as(4) keywords contributed and applied in discussion that were posted by students.
The main results were listed as follows: (1) knowledge building with online discourse activities was found helpful in improving students’ language learning; (2) knowledge building with online discourse seemed to help enhance the qualities of students’ questions asked during their scientific inquiry; (3) language scaffolds could be used to help support students for integrating different types of scientific knowledge together; and (4) knowledge building with online discourse could help students enrich their use of scientific vocabularies.
Suggestions were made to educators and researchers on teaching strategies and lesson plans. It is hoped that this study may help educators and researchers gain better understanding of the relationships between science learning and language learning which has been rarely studied. |
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| Description: | 碩士
國立政治大學
華語文教學碩士學位學程
98161019
101 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0981610193 |
| Data Type: | thesis |
| Appears in Collections: | [華語文教學博／碩士學位學程] 學位論文
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