Vygotsky(1896~1934) Vygotsky Vygotsky (scaffolding)dyson(1990) 2

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1 Abstract The purpose of this study was to investigate the effects of learning guidance and practice on DC bias analysis of transistor circuit in a Web-based learning environment. Eighty-eight vocational senior high school students participated in the experimental instruction. All of them have obtained adequate prior knowledge for the experimental learning activity. Two types of learning guidance were employed in this study, one is the dynamic guidance and the other is the sequential guidance. Practice was also implemented in two types, the progressive practice and the integrated practice. Learners were identified as high prior-knowledge or low prior-knowledge according to the prior-knowledge test scores. The results showed that (1) both the dynamic-loop guidance groups and the sequential-loop guidance groups performance of comprehension and problem-solving on DC bias analysis of transistor circuit were improved, (2) for all groups, there was no significant difference between the exercise performance and the posttest performance. Keywordslearning guidance, practicing strategy, learning performance 1

2 Vygotsky(1896~1934) Vygotsky Vygotsky (scaffolding)dyson(1990) 2

3 Rogoff1990 GeeMichael O Connor(1992) Hodson Hodson(1998) McLoughlinWinnips Oliver(2000) Hammond Gibbons(2001) (macro-scaffolding) (micro-scaffolding) 爲 Pahl(2002) (learning material) (feedback) (assessment) (demonstration) (modelling) (support) (fading) Pahl Nardi(1997) ShaboGuzdialStasko(1997) McLoughlinWinnipsOliver(2000) WWW WWW HillHannafin(2001) MacgregorLou(2004) (conceptual scaffolding) Macgregor Pahl(2002) (virtual interactive tutorials) 3

4 Pahl Pahl Pahl Pahl Denise(2006) (reading to navigate) (navigating to read) Denise(2006) 2.3 Alessi Trollip(2000) Alessi Trollip (random selection) (organized Selection) 4

5 Alessi Trollip (flashcard queuing) (variable interval performance queuing) Criswell(1989) Hannafin Peck(1988) Alessi Trollip 3. (MANCOVA) 5

6 WindowsXP 6

7 ShareView4.0 Cronbach α =.871 Cronbachα =.806 NPN PNP 爲 WindowsXP 3.6 ShareView4.0 ShareView4.0 7

8 (F (1,70) = 1.501p =.488) (F (1,70) =.077p =.782) (F (1,70) =1.711p =.459) (F (1,70) =.435p =.708) (F (1,70) =1.017p =.317) (F (1,70) =.138p =.712) 8

9 (F (1,70) =.284p =.596) (F (1,70) =1.137p =.290) t 9 (F (1,70) =.097p =.757) (F (1,70) =.155p =.695) (F (1,70) =2.751p =.102) (F (1,70) =1.768p =.188) t

11 WindowsXP t * * * * * p <

12 6. [1]Alessie, M. & Trollip, S.R. (2000). Chapter 6 Drills in Part II of Multimedia for learning: Methods and development (3rd ed.).allyn & Bacon. [2]Criswell, E.L. (1989). The design of computer-based instruction. NY: Macmillan. [3]Denise, E., Murray, McPherson, & Pam. (2006). Scaffolding instruction for reading the web.language Teaching Research, 10(2), [4]Gee, J.P., Michaels, S., & O Connor, M. C. (1992). Discourse analysis. In the Handbook of Qualitative Research in Education, Academic Press. [5]Hammond, J. & Gibbons, P. (2001). Scaffolding: Teaching and learning in language and literacy education. ( Retrived December 14, 2006, from Web site: [6]Hannafin, M.J. & Peck, K.L. (1988). The Design, Development, and Evaluation of Instructional Software. Macmillan Publishing Company, New York. [7]Hill, J.R. & Hannafin, M. J., (2001). Teaching and learning in digital environments: The resurgence of resource-based learning. Educational Technology, Research and Development, 49(3), [8]Hodson, D. & Hodson, J. (1998). From constructivism to social constructivism: A Vygotskian perspective on teaching and learning science. School Science Review, 79(289), [9]MacGregor, S.K. & Lou, Y. (2004). Web-based learning: how task scaffolding and web site design support knowledge acquisition.journal of Research on Technology in Education, 37(2), [10]McLoughlin, C., Winnips, J.C. & Oliver, R. (2000). Supporting constructivist learning through learner support online. EDMEDIA 2000 (June). [11]Nardi, B. (1997). Educational context and consciousness: Activity Theory and Human-Computer Interaction. MIT Press. [12]Pahl, C. (2002). An evaluation of scaffolding for virtual interactive tutorials.in G.Richards (Ed.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2002 (pp ). Chesapeake, VA: AACE. [13]Rogoff, B. (1990). Apprenticeship in Thinking: Cognitive Development in Social context. Oxford University Press. [14]Shabo, A., Guzdial, M. & Stasko, J. (1997). An apprenticeship-based multimedia courseware for computer graphics studies delivered on the World Wide Web. Computers and Education, 29(2-3),

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