期刊目錄列表 - 58卷(2013) - 【教育科學研究期刊】58(3) 九月刊(本期專題:國民素養)
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影片案例導向學習系統對於實習生科技知能發展影響之研究
作者:張雅芳(淡江大學師資培育中心)、徐加玲(淡江大學師資培育中心)

卷期:58卷第3期
日期:2013年9月
頁碼:121-152
DOI:10.6209/JORIES.2013.58(3).05

摘要:

為探究影片案例導向學習(video-based case learning, VBL)系統對於實習生科技融入教學知能發展的影響,本研究將57位實習生分為實驗組與對照組,實驗組使用VBL系統並且參與線上討論,對照組則沒有。實習生在實習開始與結束時接受科技知能問卷調查,實習結束後,實驗組另外接受焦點訪談。結果有如下發現:一是實習生認為學科教學知識在實習期間有顯著的成長,反映在學科教學科技知識上也有成長;二是實驗組與控制組在科技知能成長上並沒有顯著的差異;三是電腦技能自評較好的實習生比起較差者有顯著的科技知能成長;四是實習生肯定VBL系統在教學實務上的價值。最後本研究針對VBL系統的設計與實施、科技知能的發展途徑,以及未來的研究提供相關建議,庶幾有助於實習生持續發展科技知能。

關鍵詞:科技融入教學、案例導向學習、實習教師、影片案例

《詳全文》 檔名

參考文獻:
    1. 宋佩芬、朱惠芳、徐加玲、張雅芳(2007)。新制教育實習方案之設計與實施:淡江大學的經驗。載於淡江大學師資培育中心主辦之「師資培育專業自主與教師專業發展學術研討會」論文集(pp. 201-240),臺北市。【Sung, P.-F., Ju, H.-F., Hsu, C.-L., & Chang, Y.-F. (2007). Design and implementation of new program of educational practicum: The experience of Tamkang University. In Center for Teacher Education, Tamkang University (Ed.), Proceedings of conference on professional autonomy in teacher education and teacher professional development (pp. 201-240). Taipei, Taiwan.】
    2. 李源順、楊棻雅、何佳恩(2007)。一位實習教師學習國小數學教學之個案研究。科學教育研究與發展季刊,47,89-122。【Lee, Y.-S., Yang, F.-Y., & Ho, K.-Y. (2007). The case study of a student teacher to learn elementary mathematics teaching. Research and Development in Science Education Quarterly, 47, 89-122.】
    3. 林宏盈(2010)。國中小數學領域教師對弱勢學生之科技學科教學知能(TPCK)現況調查研究(未出版碩士論文)。淡江大學,新北市。【Lin, H.-Y. (2010). School teachers’ technological pedagogical content knowledge toward disadvantaged students in mathematic classes (Unpublished master’s thesis). Tamkang University, New Taipei City, Taiwan.】
    4. 林祖強(2012)。職前生物教師資訊科技融入學科教學知識(TPCK)發展之研究(未出版博士論文)。國立臺灣師範大學,臺北市。【Lin, T.-C. (2012). The research on development of pre-service biology teachers’ technological pedagogical content knowledge (TPCK) (Unpublished doctoral dissertation). National Taiwan Normal University, Taipei, Taiwan.】
    5. 林羿妏、林佳蓉(2009)。臺北市國小教師運用數位典藏素材融入教學之研究。教學科技與媒體,88,51-69。【Lin, Y.-W., & Lin, C.-J. (2009). A study of integrating digital archives into teaching for the elementary schools’ teachers in Taipei. Instructional Technology & Media, 88, 51-69.】
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中文APA引文格式張雅芳、徐加玲(2013)。影片案例導向學習系統對於實習生科技知能發展影響之研究。教育科學研究期刊58(3),121-152。doi:10.6209/JORIES.2013.58(3).05
APA FormatChang, Y.-F., & Hsu, C.-L. (2013). Effects of a Video-Based Case Learning System on Developing Technology Integration Competencies of Student Teachers. Journal of Research in Education Sciences, 58(3), 121-152. doi:10.6209/JORIES.2013.58(3).05

Journal directory listing - Volume 58 (2013) - Journal of Research in Education Sciences【58(3)】September (Special Issue: Research, theory, and practice)
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Effects of a Video-Based Case Learning System on Developing Technology Integration Competencies of Student Teachers
Author: Ya-Fung Chang(Center for Teacher Education,Tamkang University), Chia-Ling Hsu (Center for Teacher Education,Tamkang University)

Vol.&No.:Vol. 58, No. 3
Date:September 2013
Pages:121-152
DOI:10.6209/JORIES.2013.58(3).05

Abstract:

The purpose of this study was to examine the effects of a video-based case learning (VBL) system on developing technology integration competencies of student teachers. Overall, 52 student teachers were divided into 2 groups, (i.e., experimental and control groups). The experimental group was assigned to use the VBL system and participated in on-line discussion forums; the control group followed a regular schedule without using the VBL system. All student teachers completed questionnaires regarding their technology integration competencies at both the beginning and end of the course. At the end of the course, focus group sessions were arranged for the experimental group to discuss their personal experiences and gains from using the VBL system. The main results of this study are as follows: (1) student teachers’ pedagogical content knowledge grew substantially during their internships, which resulted in improved technological pedagogical content knowledge; (2) no significant difference was exhibited in the improvement of technology competencies between the experimental and control groups; (3) student teachers who possessed high computer-skill ratings exhibited a significantly higher growth in technology competencies than did students who possessed low computer-skill ratings; and (4) student teachers appreciated using the VBL system for improving their teaching practices. Finally, this study provides relevant suggestions regarding upgrading and implementing a VBL system, strategies for developing technology competencies, and future research directions that might help continuously develop the technology competencies of student teachers.

Keywords:technology integration, case-based learning, student teachers, video cases