作者:Doppelt, Yaron1 yaron@noar.technion.ac.il
資料來源:International Journal of Technology & Design Education; Oct2003, Vol. 13 Issue 3, p255-272, 18p
文件類型:Article
主題術語:*LEARNING
*STUDENTS
*SCHOOL children
*EDUCATION
*RESEARCH
*SCHOOL management & organization
作者提供的關鍵字:learning environment
low-achieving pupils
project-based learning
technology education
NAICS/Industry Codes:611699 All Other Miscellaneous Schools and Instruction
611710 Educational Support Services
923110 Administration of Education Programs
摘要:
Project-based learning (PBL) is a well-known method for imparting thinking competencies and creating flexible learning environments.
專題導向學習（PBL）是一個眾所周知的方法傳授思維能力和創造一個彈性的學習環境。
Advancing low-achieving pupils is an on-going challenge for educational systems.
激發低成就的學生學習，是教育系統持續的挑戰。
Routing low-achievers into low-learning tracks creates a vicious circle.
低成就造成低度學習，形成了惡性循環。
In order to extract pupils and their teachers from the on-going cycle of failure, and to promote pupils cognitively and emotionally, four steps were taken: defining significant goals for the pupils as well as for the teachers, changing the learning environment, carrying out original projects taking advantage of the pupils' special skills and abilities, and changing assessment methods for project-based learning activities in a computerized environment.
為了拯救學生和他們的老師從正在進行的惡性循環，並促進學生認知和情感上，採取了四個步驟：為學生與教師定義顯著的目標、改變學習環境、運用獨創的專題以提升學生的技巧與能力，並改變評量的方式及採用電腦化的環境。
This paper presents a continuous field research that has used qualitative and quantitative tools for exploring pupils' progress in the affective and the cognitive domains.
本文提出了一種持續的實地研究，利用量化與質化的工具，探索學生情意和認知領域的學習進度。
The research tools were: Analysis of pupils' portfolios, observations of class activities, interviews with pupils, teachers and school management, achievements in the matriculation examinations, and assessment of pupils' projects.
研究工具包括：學生的歷程檔案、課堂活動的觀察、學生、教師和學校管理的訪談、大學的入學考試成績、及學生專題的評量。
The findings indicate that scientific-technological PBL elevated pupils' motivation and self-image at all levels and achieved significant affective learning.
研究結果表明，科學與科技的PBL學習科技博亞高架學生的動機和自我形象，並取得了顯著各級情意學習。
The activities over three years are summarized and show an increase in the number of students achieving the college admittance requirements.
超過 3年的活動進行了總結和展示增加的數目達到高校學生准入要求。
Most of the low-achieving pupils succeeded with distinction in the same matriculation exams that the high-achievers did in the same school.
大部分的低成功地實現學生以優異成績在同一預科考試的高成績確實在同一所學校。
理論背景
THEORETICAL BACKGROUND
Active learning is an educational approach that puts the pupils at the center of the learning process and recognizes the variance between different learning styles (Dewey 1916; Gardner 1993; Kolb 1985; Perkins 1992; Sternberg & Grigorenko 1995).
主動學習是一種教育方法，是以學生為中心的學習過程，並體認學生的學習風格的差異。（杜威1916年，加德納 1993年;科爾布 1985;珀金斯1992年;施特恩貝格＆格里戈連科1995年）。
The common denominator in these educational theories is the emphasis placed on the activities of the individual learner that motivate learning processes that occur inside the pupil’s mind and for which he/she is responsible.
這些教育理論共同的特點在於強調個別的學習者在活動時所發生在其內心的學習動機及他的責任心。
Rogers (1969) and Holt (1965) claim that schools should allow pupils to satisfy their curiosity, and develop their skills and abilities, as they will.
羅傑斯（1969年）和霍爾特（1965）聲稱，學校應讓學生培養他們的技能和能力以滿足他們的好奇心。
Pupils will not reach true learning in school if the school continues to decide for the pupils what and how to learn.
如果學校持續的為學生決定什麼及如何學學習，那學學生將不會在學校真正的學習。
Active learning transfers the responsibility of the learning from the
teacher to the pupil.
主動學習的責任轉移的學習從教師到學生。
Rogers (1969), and Papert (1980), see it as an important educational goal.
羅傑斯（1969），和帕爾特（1980），將他視為重要的教教育目標。
The transfer of responsibility should occur through the teacher who gives many degrees of freedom for learning and changes the teacher’s role from that of lecturer to the role of tutor, a guide, and a partner in the learning process (Barth 1972).
學習責任的轉移是藉由老師給予學習上的自由及並在學習的過程中改變了教師的角色，從講師到教導、指導到成為伙伴的角色。（巴特1972年）。
The knowledge gained through active learning is constructive knowledge from active thinking and problem solving, and is not knowledge of memorizing and doing exercises for the teachers or doing homework from books (Gardner 1991).
透過主動學習所獲得的知識是一種建構的知識，是透過主動的思考、問題解決所獲得的，而非記憶性的知識、練習與習作所獲得的知識。（加德納 1991年）。
Learning is a process of constructing knowledge in the pupil’s mind.
學習是在學生的頭腦建構知識的過程。
Creating an engineering prototype such as in this study, in real world situations supports the constructionist theory (Papert 1991).
創建一個工程樣品，如在本研究中，在現實世界中支持建構理論（帕爾特 1991年）。
Project-based learning has a nature of exploring new areas, discovering new scientific issues and integrating knowledge from different subjects (Barak & Raz 1998; Barak & Doppelt 2000).
專題導向學習具有探索新領域、發現新的科學議題與整合從不同學科來的知識的特質。（巴拉克和拉茲 1998年;巴拉克和佩2000年）。
Computerized technological systems provide a rich learning environment and expose the
learner to a variety of representations and configurations, such as: true model, simulation, building models that represent formulas, algorithms, graphics and animation.
電腦科技系統提供了一個豐富的學習環境，並揭露學習者各種不同的意見和配置，如：真實的模型，模擬，建築模型，代表公式，算法，圖形和動畫。
One of the better-known examples of such a rich computerized learning environment is the LEGO-Logo system (Kromholtz 1998; Jarvinen 1998; Jarvela 1995).
一個廣為人知的例子，這種豐富的電腦化學習環境，是樂高標識系統（Kromholtz 1998;耶爾維寧 1998;耶爾韋萊 1995年）。
Resnick and Ocko (1991) state that this learning environment puts children in control since they formulate their own designs and experiments, and work on projects that they care about personally, instead of recreating someone else’s experiment.
雷斯尼克和Ocko（1991）描述，這個學習環境是使學生置身於自己所設計的程式與實驗的專題中，而非重建別人的實驗。
Project based learning in technology encourages students to work in teams (Barak &
Maymon 1998; Denton 1994).
專題導向學習是鼓勵學生以團隊及科技來工作（巴拉克＆ Maymon 1998;丹頓 1994年）。
In this way, students combine ‘hands-on’ activities with what Papert (1980) has termed ‘heads-in’ activities.
通過這種方式，學生結合動手做的活動。
Learning environments such as LEGO/Logo enable the construction of concepts in
the learner’s mind (Resnick & Ocko 1991).
如樂高的學習環境，能力使學生在腦中建構概念。(雷斯尼克及Ocko 1991年）。
When pupils create projects, they experience meaningful study that enables the exercising of sophisticated ideas that arise from their own projects (Doppelt & Barak 2002).
當學生建立專案時，從專案中可以從事複雜的活動而使其活動成為有意義的研究。（佩和巴拉克2002年）。
Experiencing learning within a high-tech modern engineering environment contributes to the pupils’ self-image and their motivation to succeed in their studies (Barak et al. 1997).
體驗學習在現代高技術工程環境有助於學生的自我意象和他們的動機，而使他們的研究成功（巴拉克等人。1997年）。
These educational approaches are important for the development of all pupils, but they are essential for the low-achievers that have difficulties with traditional teaching methods.
這些教育方法是非常重要的所有學生的發展，但它們都強調在傳統的教育方法下低成就學生的應用。Advancing low-achieving pupils is an on-going challenge for educational systems.
推進低實現學生是一個持續的挑戰，為教育系統。
Routing low-achievers into low-learning tracks creates a vicious circle.
路由低成績進入低學習曲目創建一個惡性循環。
The school system has low expectations of the pupils; the pupils accumulate a history of failure; and the teachers emerge as having low self-esteem and low professional image (Barak et al. 1994).
學校系統有低期望的學生;學生積累失敗的歷史，以及教師成為具有低自尊，低專業形象（巴拉克等人。1994年）。
These pupils require attractive learning material that relate to their real world and answer their needs.
這些學生需要有吸引力的、與現實世界相關、並符合他們的需求的學習材料。
Over the past two decades, educational research has been concerned with the contribution of a rich learning environment in the attainment of educational
goals, such as improvement in learning achievements and attitudes towards studies and school (Fraser 1998; Fraser et al. 1995; Fraser &Tobin 1991).
在過去 20年來，教育研究一直關注豐富的學習環境，也是教育一直努力的目標，以改善學習成效與學習態度。
The association of science and technology studies with a rich, flexible, computer-embedded learning environment may enable the advancement of pupils in attaining higher academic achievements, and overcoming their cognitive and affective difficulties (Barak et al. 2000).
科學與科技學會以豐富、彈性電腦化的學習環境希望學生能夠有更高學術成就並克服認知與情感上的困難。(巴拉克等人。2000年）。
Educational researchers have become aware that the learning environment must engage the learner in activities that relate to the world outside school.
教育研究人員已經意識到，學習環境中的活動必須加入與學校以外相關的世界活動。
A rich, flexible learning environment is necessary for accelerating the learning of at-risk pupils (Levin 1992).
豐富的，靈活的學習環境對於在低成就的學生是必要的，以加速其學習。（李文1992年）。
A pupil who is given the opportunity to create a prototype deals with designing, making and evaluating.
學生要給他們創造一個原型涉及設計，製造和評估的機會。
Through such experiences he/she realizes that much depends on him/herself.
通過這些經驗，他/她了解到很大程度上要靠自己努力。
Consequently he/she may gain self-esteem and personal responsibility (Waks 1995).
因此他/她可能獲得自尊和個人責任（Waks 1995年）。
Consequently he/she may gain self-esteem and personal responsibility (Waks 1995).
