教師著作

Permanent URI for this collectionhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/31276

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Subject: search.filters.subject.Collaborative Learning

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    Learning to program in KPL through guided collaboration
    (2009-11-30) Hsiao, Sheng-Che; Lin, Janet Mei-Chuen; Kang, Jiin-Chern
    Sixty-six six graders of two intact classes learned to program in KPL for 18 weeks during the experiment. One class was randomly assigned to the control (i.e., free-collaboration) group and the other to the experimental (i.e., guided-collaboration) group. Students in both groups formed heterogeneous teams of three persons. The guided-collaboration teams were provided with a worksheet for every programming task. The worksheet contained a set of task-specific guiding questions to guide students through the problem-solving process in a systematic and disciplined manner. An analysis of test scores showed that the experimental group significantly outperformed the control group in the achievement tests, suggesting that the guiding questions were useful in enhancing students' comprehension of programming concepts and developing their programming skills. With the help of the guiding questions, students in the experimental group were also more able to conduct meaningful discussions.
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    Use of web-based video CMC in teaching practicum course
    (ACTA Press, 2002-05-20) Lee, Greg C.; Wu, Cheng-Chih
    In this paper, we report on the use of a web-based video CMC system in the teaching practicum course of our computer teacher education program. Thirty-seven students enrolled in the course were required to use the system to complete course related activities. The video enabled CMC system contains all of students’ micro teaching and field-teaching sessions. Re-viewing of self and other’s teaching and discussions are encouraged. Experienced high school teachers were asked to critique and to lead the discussions with the students in the CMC system. Survey results indicate that the web-based video CMC system is an effective tool for facilitating pre service teacher reflecting on their teaching practices.