知識翻新導向的數位說故事活動對國小三年級學生學習環境覺知、口語敘事表現與知識翻新行為之影響
Author(s):
Mi-Ding Hong (Taoyuan Municipal Qing Pu Elementary School)
Ying-Tien Wu (Graduate Institute of Network Learning Technology, National Central University)
Abstract:
This study explored the effects of Knowledge-Building-based (KB-based) digital storytelling activities on third graders’ learning process and their oral narrative performance. The participants were two classes of third graders. One class was assigned as the experimental group (n = 26), while the other was assigned as the control group. A quasi-experimental research design was used in this study. The treatments were two different digital storytelling instructions (for eight weeks, two classes a week). The KB based digital storytelling instruction was designed and implemented in the experimental group, while conventional digital storytelling instruction was implemented in the control group. Before and after the instruction, the student’s perception of learning environment and oral narrative performances were evaluated. Also, data regarding their knowledge building behaviors revealed from their online discussions was collected and analyzed. This study revealed that, in general, the students in the experimental group compared perceived a significantly more KB-oriented learning environment than their counterparts. Also, they demonstrated more advanced knowledge-building behaviors, particularly in terms of “idea improvement” and “idea diversification.” Besides, they also demonstrated the two significant knowledge-building behavior patterns: “idea generation” to “idea improvement” and “social talk” to “social talk”, while no significant knowledge-building behavior pattern was exhibited by their counterparts.
Keywords:
oral narrative performance、knowledge building behavioral pattern、knowledge-building-based、digital storytelling、perception of learning environment
