A study of developing the problem-based learning system on information literacy and ethiccurriculum for fifth-grade students: Applying in the internet copyright class

• Main Authors: Hou, Chenghung, 侯政宏
• Other Authors: Tsuei, Mengping
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/84045651234094366395

碩士 === 國立臺北教育大學 === 教育傳播與科技研究所 === 100 === The purposes of this study were to develop the problem-based learning (PBL) system and to apply in the information literacy and ethic curriculum for fifth-grade students. The quasi-experimental research was implemented for eight weeks in the study. There were 162 fifth-grade students in six classes were assigned to the following groups: the experimental group 1 for face-to-face PBL learning, the experimental group 2 for web- based PBL learning, and the control group for receving traditional instructions. TheInternet Copyright Achievement Test was used as the pre- and post-tests.The Problem-based Learning Attutude Test was also adopted in this study. After the experiment, some students in the experimental group1 and experimental group 2 wererandomly interviewed by the reseearcher. The results of the study were shown as follows: 1.The problem-based learning system provided the six phasesfor facilitating students’problem-based learning skills, including (1) the problem analysis stage, (2)the data collection stage, (3) the applying stage, (4)the comprehensive stage, (5) the outcome stage, (6)the reflect stage. It can provide the problem-base learning model for elementeary teachers. 2.In terms of internet copyright concepts, the results revealed that the students in web-based PBL learning group performed significantly than the students in the face-to-face PBL learning group and the control group. 3.There was no significant difference between the web-based PBL learning group and the face-to-face PBL learning group on the Problem-based Learning Attutude Test. However, students in these two groups had a positive attitude toward the PBL learning. 4.According to content analysis of online discussion, the result showed that the studentsin the web based PBL learning group shows positiveattitude toward the use of the PBL learning system. The results indicated that the online discussion of students were more on the “knowledge related”and “group interaction". The online discussion on the PBL learnig system can facilite students’ face-to-face discussions. 5.The results of interviewing revealed that the cooperative learning process in the PBL provided the opportunities for studenst to share and discussions. This can facilitate their concentration on the content of the classs and their computer skills. 6.The PBL learning system can effectively enhance the students’ learning motivation and participation.