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| DC 欄位 | 值 | 語言 |
|---|---|---|
| dc.contributor.advisor | 劉奇璋 | zh_TW |
| dc.contributor.advisor | Chi-Chang Liu | en |
| dc.contributor.author | 鍾城鋒 | zh_TW |
| dc.contributor.author | Shing-Fung Chung | en |
| dc.date.accessioned | 2023-08-08T16:25:41Z | - |
| dc.date.available | 2023-11-09 | - |
| dc.date.copyright | 2023-08-08 | - |
| dc.date.issued | 2023 | - |
| dc.date.submitted | 2023-07-18 | - |
| dc.identifier.citation | Bamberger, Y., & Tal, T. (2007). Learning in a personal context: Levels of choice in a free choice learning environment in science and natural history museums. Science Education, 91(1), 75-95.
Bell, P., Lewenstein, B., Shouse, A. W., & Feder, M. A. (2009). The Role of Social Interaction in Informal Science Learning Environments. Bell, P., Bricker, L., Reeve, S., & Zimmerman, H. (2017). Promoting Self-Directed Learning in Informal Science Education: Perspectives from Research and Practice. Chen, H., & Li, S. (2021). Exploring the Impact of Guided Exploration on Free-Choice Science Learning. Dierking, F. (2000). Learning from Museum. Visitor Experiences and the Making of Meaning. Walnut Creek: CA: AltaMira Press. Dierking, L. D., & Falk, J. H. (1998, April). Understanding free-choice learning: A review of the research and its application to museum websites. In Museums and the Web (Vol. 98). Dunlop, L., Clarke, L., & McKelvey-Martin, V. (2019). Free-choice learning in school science: a model for collaboration between formal and informal science facilitators. International Journal of Science Education, Part B, 9(1), 13-28. Falk, J. H. (2001). Free-Choice Science Education: How We Learn Science Outside of School. AltaMira Press. Falk, J. H. (2005). Free‐choice environmental learning: framing the discussion. Environmental education research, 11(3), 265–280. Falk, J. H. & Dierking, L. D. (1992). The museum experience. Washington, DC: Whalesback Books. Falk, J. H. & Dierking, L. D. (2000). Learning from museums: Visitor experiences and the making of meaning. Walnut Creek, CA: AltaMira Press. Falk, J. H., & Dierking, L. D. (2002). Lessons without limit: How free-choice learning is transforming education. Altamira Press. Falk, J. H., & Dierking, L. D. (2010). The 95 per cent solution. American Scientist, 98(6), 486-493. Falk, J. H., & Dierking, L. D. (2012). Lifelong science learning for adults: The role of Free choice experiences. In Second international handbook of science education (pp. 1063-1079). Springer, Dordrecht. Falk, J. H., & Dierking, L. D. (2016). The museum experience revisited. Routledge. Falk, J. H., & Dierking, L. D. (2019). Reimagining public science education: The role of lifelong free-choice learning. Disciplinary and Interdisciplinary Science Education Research, 1, 1-8. Falk, J. H., & Storksdieck, M. (2005). Learning science from museums. História, ciências, saúde-Manguinhos, 12, 117-143. Falk, J., & Storksdieck, M. (2005). Using the contextual model of learning to understand visitor learning from a science center exhibition. Science education, 89(5), 744-778. Falk, J. H., Storksdieck, M., & Dierking, L. D. (2007). Investigating public science interest and understanding: Evidence for the importance of free-choice learning. Public understanding of Science, 16(4), 455-469. Griffin, J. (2004). Research on students and museums: Looking more closely at the students in school groups. Science education, 88(S1), S59-S70. Habig, B., Gupta, P., Levine, B., & Adams, J. (2020). An informal science education program’s impact on STEM major and STEM career outcomes. Research in Science Education, 50, 1051-1074. Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.l Journal of Lifelong Education, 35(1), 2-17. Hay, D., & Kinchin, I. (2008). Using concept mapping to measure learning quality. Education+ Training. National Research Council. 2009. Learning Science in Informal Environments: People, Places and Pursuits. Washington, DC: National Academies Press. Rennie, L. J., & Johnston, D. J. (2004). Informal science learning: Concepts, contexts, and evaluations. New York, NY: Routledge. Smith, J., & Johnson, L. (2019). Influence of Prior Knowledge and Experience on Free-Choice Learning in Science Museums. Sönmez, D., & Öztürk, N. (2022). Preparing to teach in informal settings: preservice science teachers’ experiences in a natural history museum. International Journal of Science Education, 44(18), 2724-2744. Storksdieck, M., & Falk, J. H. (2020). Valuing free-choice learning in national parks. In Parks Stewardship Forum (Vol. 36, No. 2). Sumy, D. F., Jenkins, M. R., McBride, S. K., & de Groot, R. M. (2022). Typology development of earthquake displays in free-choice learning environments, to inform earthquake early warning education in the United States. International Journal of Disaster Risk Reduction, 73, 102802. Thompson, R., & Davis, N. (2020). The Role of Choice and Control in Free-Choice Learning Environments. Von Glasersfeld, E. (1987). Learning as a constructive activity. Problems of representation in the teaching and learning of mathematics, 3-17. Von Glasersfeld, E. (1989). Facts and the self from a constructivist point of view. Poetics, 18(4-5), 435-448. Zikargae, M. H., Woldearegay, A. G., & Skjerdal, T. (2022). Empowering rural society through non-formal environmental education: An empirical study of environment and forest development community projects in Ethiopia. Heliyon, 8(3), e09127. | - |
| dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/88129 | - |
| dc.description.abstract | None | zh_TW |
| dc.description.abstract | Learning occurs in various contexts, including free-choice settings that foster interest, curiosity, and motivation. This study explores the influence of personal factors on science learning, specifically focusing on degrees of control and their relationship with students' prior knowledge and experience. The research aims to compare learning outcomes between students with prior and post-lessons, investigating the impact of limited choice control on effectiveness. Participants are divided into two groups (A & B) assigned prior/post-lectures. Within each group, three subgroups (A1, A2, A3 and B1, B2, B3) have different control levels (No, Limited, Free). A hands-on science activity about river management was conducted with 37 university students. Data collection involved pre- and post-questionnaires, video recordings, and semi-structured interviews, analysed using mixed methods. Our results indicate that prior lessons enhance students' use of terminology in discussing river geography. Both teaching methods significantly improved students' interest, attitude, and knowledge of geography concepts related to rivers, with no significant difference between the two groups. Limited choice facilitated collaborative problem-solving and practical learning experiences, while free choice fostered curiosity, creativity, and personal connections, indicating deep engagement and meaningful learning. This study emphasises the importance of autonomy and choice in science learning. Both teaching approaches were effective in improving outcomes and engagement. The timing of lessons and choice opportunities influenced knowledge application and skills development. | en |
| dc.description.provenance | Submitted by admin ntu (admin@lib.ntu.edu.tw) on 2023-08-08T16:25:41Z No. of bitstreams: 0 | en |
| dc.description.provenance | Made available in DSpace on 2023-08-08T16:25:41Z (GMT). No. of bitstreams: 0 | en |
| dc.description.tableofcontents | Table of Contents
ACKNOWLEDGEMENT I ABSTRACT II TABLE OF CONTENTS III LIST OF TABLES IV LIST OF FIGURE V CHAPTER 1: INTRODUCTION 1 1.1 RESEARCH BACKGROUND 1 1.2 RESEARCH AIM AND RESEARCH OBJECTIVES 2 1.3 THESIS STRUCTURE 3 CHAPTER 2: LITERATURE REVIEW 6 2.1 INTRODUCTION TO FREE-CHOICE SCIENCE LEARNING 6 2.2 CONTEXTUAL MODELS IN SCIENCE LEARNING 9 2.3 PERSONAL FACTORS INFLUENCING FREE-CHOICE SCIENCE LEARNING 15 2.4 FRAMEWORK STUDY 19 CHAPTER 3: MATERIALS AND METHODS 20 3.1 DESIGN 20 3.2 EXPERIMENT STRUCTURE 20 3.3 SETTING AND CONTENT 22 3.4 DATA COLLECTION 25 3.5 DATA ANALYSIS 26 3.6 ETHICAL CONSIDERATIONS 28 CHAPTER 4: FINDINGS 30 4.1 BACKGROUND OF THE PARTICIPANTS 30 4.2 PRIOR LESSON AND POST-LESSON 30 4.3 CHOICE OPPORTUNITIES IN LEARNING 37 CHAPTER 5: DISCUSSION 52 5.1 IMPACT OF TEACHING METHODS ON LEARNING OUTCOMES 52 5.2 INFLUENCE OF CHOICE OPPORTUNITIES ON LEARNING EFFECTIVENESS 54 5.3 IMPLICATIONS AND FUTURE DIRECTIONS 55 5.4 LIMITATIONS OF THE STUDY 56 CHAPTER 6 CONCLUSION 57 REFERENCE 59 APPENDIX 63 | - |
| dc.language.iso | en | - |
| dc.subject | 自由選選擇學習 | zh_TW |
| dc.subject | 脈絡學習模式 | zh_TW |
| dc.subject | 選擇控制 | zh_TW |
| dc.subject | 先驗知識 | zh_TW |
| dc.subject | 實踐活動 | zh_TW |
| dc.subject | 個人背景 | zh_TW |
| dc.subject | contextual model of learning | en |
| dc.subject | prior knowledge | en |
| dc.subject | choice control | en |
| dc.subject | personal context | en |
| dc.subject | free-choice learning | en |
| dc.subject | hands-on activities | en |
| dc.title | 個人情境因素對於自由選擇科學學習之影響：以先備知識與經驗和控制程度為重點 | zh_TW |
| dc.title | Effect of personal contextual factors on free-choice science learning: Focusing on prior knowledge and experience, and degrees of control | en |
| dc.type | Thesis | - |
| dc.date.schoolyear | 111-2 | - |
| dc.description.degree | 碩士 | - |
| dc.contributor.oralexamcommittee | 張子超;劉湘瑤 | zh_TW |
| dc.contributor.oralexamcommittee | Tzu-Chau Chang;Shiang-Yao Liu | en |
| dc.subject.keyword | 自由選選擇學習,脈絡學習模式,個人背景,先驗知識,選擇控制,實踐活動, | zh_TW |
| dc.subject.keyword | free-choice learning,contextual model of learning,personal context,prior knowledge,choice control,hands-on activities, | en |
| dc.relation.page | 84 | - |
| dc.identifier.doi | 10.6342/NTU202301686 | - |
| dc.rights.note | 未授權 | - |
| dc.date.accepted | 2023-07-18 | - |
| dc.contributor.author-college | 生物資源暨農學院 | - |
| dc.contributor.author-dept | 森林環境暨資源學系 | - |
| 顯示於系所單位： | 森林環境暨資源學系 | |
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| ntu-111-2.pdf 未授權公開取用 | 2.85 MB | Adobe PDF |
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