The Learning, Affective, and Interactive Effects of Junior High School Cooperative Groups Formed by Thinking Styles in Learning Powerpoint Porject
|關鍵字:||合作學習;思考風格;集體效能;專題式學習;Cooperative learning;Thinking style;Group efficacy;Project-based learning|
Junior high school education is integrating the information technology and “educational reform” and the “nine-year consistent curriculum” have mentioned the importance of developing students’ application of the information technology in their learning. Therefore, information design ability is not only the basis for digital attainments but also crucial to subject integration. Technology and information are changing rapidly. In this E-generation learning environment, the Internet will change the way students learn in the future. This study aims at exploring the impact that grouped and collective thinking styles have on the briefing technique in the cooperative learning. We hope to strengthen students’ knowledge constructing and integrating abilities through project-based learning. In the curricular activities of the cooperative learning, we divided students carefully into several groups and assign each group with a task to be completed so that students could exercise their creativity, improve their collective interaction efficacy and further enhance the learning achievement and accomplish the learning objective. To explore the relationship between the thinking style and group efficacy in the cooperative learning and the grouped learning achievement, this study divided the whole experiment into two stages, effectively controlled the efficacy of individual and group cooperation and then used the questionnaire, learning sheet, and the evaluation sheet to obtain information on students’ individual and group activities. This way we could observe, conclude, and analyze the interaction junior high school students have in the cooperative learning briefing technique and their learning achievement. This study, besides cooperative learning, emphasizes the task oriented design, learning while doing, high-level thinking, innovation stimulation and concept integration, applying the cooperative learning in actual teaching activities to enhance the learning achievement. Meanwhile, through quantitative study, we induced and obtained the optimal grouping model for junior high school students is the hetero-grouped unitary high team and the homo-grouped three-way thinking style for teachers’ future reference in designing a teaching activity.
|Appears in Collections:||Thesis|