The Design and Evaluation of Cyberlaw Curriculum for Taiwan High School Students
|關鍵字:||網路法律;雙層次測驗;課程設計;中學生;cyberlaw;two tier-test;curriculum design;Taiwan high school students|
|摘要:||本研究旨在發展一套適合中學生（包含國中與高中）的「網路法律」課程。文中依據Smith & Ragan (1999)課程設計之「分析」、「策略」及「評估」三階段架構，發展與評估中學生「網路法律」課程，此外並依據Treagust(1988)發展雙層次測驗流程，編製中學生網路法律雙層次測驗題，用以評量中學生網路法律概念與另類概念。
The goal of this study was to develop and evaluate a cyberlaw curriculum for Taiwan junior and senior high school students. The curriculum of the present study was designed based on Smith & Ragan’s “Analysis-Strategy-Evaluation” instructional design model. In addition, a cyberlaw test based on Treagust’s two-tier test was also developed in order to evaluate students’ misconceptions of cyberlaw. According to the reviewed literature and recent news of cybercrimes, the researcher divided cyberlaw into five categories: (1)Internet communication, (2)Internet pornography, (3)Internet deals, (4)Internet irruptions, and (5)Internet copyright. In order to analyze students’ related misconceptions, and design learning content and activities in the curriculum, the researcher conducted in-depth interviews with high school teachers, experts, and surveyed students on their cyberlaw conceptions by using a 35-item open questionnaire. The final curriculum was designed based on above five categories into three units: (1)The events in cyberspace, (2)Hacking or not? Matter ! (3) Intelligence is more important than freedom. This study designed a “Cyberlaw Teaching Guide (CTG)” which covered the teaching flows, lesson plans, learning resources, references, and two-tier tests for teachers to use in the classroom. This study also conducted a formative evaluation of the CTG. Three units based on the CTG were actually taught to three junior high school classes of grade seven. Students’ opinions toward the curriculum contents and learning experiences were collected and analyzed. The results showed that most students considered these units rich and interesting, and they felt they did learn some new and useful information from the curriculum. The students also made progress on cyberlaw two-tier tests. However, some negative feedbacks were also considered when revising the CTG. In addition, three cyberlaw and instructional design experts were invited to evaluate four dimensions of the curriculum: (1)curriculum contents, (2)instructional design, (3)teaching guides, and (4)evaluation. Generally speaking, these experts thought that contents of the CTG was complete and well-organizied, and the teaching strategies were interesting to draw students’ attentions. Finally, recommendations were provided for future studies.
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