| Summary: | 碩士 === 國立嘉義大學 === 教育科技研究所 === 91 === The purposes of this study are to investigate the effects of applying electronic portfolio in instruction and to provide a reference through the exploratory instructional model of team cooperative learning for the teachers who are interested in electronic portfolio instruction. The execution and the development of team mutual-evaluate portfolio exploratory instruction in this study is described in the following 9 stages, including planning, output, examining, linking, presentation, self-evaluation, mutual-evaluation, revision and summative evaluation. Those 9 stages are used to examine the effects of the team mutual-evaluate electronic portfolio exploratory instruction on the subject of natural science of 3 graders in the elementary school. With the help of the teachers of natural science, students’ understandings of the lessons, which were collected and arrange into their own homepages and connected to world-wide-web, were presented through multi-media homepage. Quantitative data were collected through the questionnaire of the learning attitude towards natural science and achievement tests. Furthermore, the researcher interviewed with the teachers and students to get qualitative data. Investigation and analysis were made to know the effects and the possible questions of applying this kind of instruction with the data derived.
This study was conducted through the model of Experimental Design. Participants were divided into three groups, including the group of team mutual-evaluate electronic portfolio instruction, the group of electronic portfolio instruction and the group of glancing electronic portfolio, to do experimental research. The result shows that the achievements of the group of team mutual-evaluate electronic portfolio instruction and the group of electronic portfolio instruction on natural science are significantly better than that of the group of glancing electronic portfolio, whereas the learning attitude towards natural science shows no significant difference among the groups.
Finally, at the end of the thesis, some feedback and suggestions of how to apply the team mutual-evaluate electronic portfolio exploratory instruction practically are proposed for further study.
Key words: electronic portfolio, cooperative learning, multi-media, world-wide-web.
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