Authors:Eskrootchi, Rogheyeh1 Eskrootchi@iums.ac.ir
Oskrochi1, G. Reza2 roskrochi@brookes.ac.uk
Source:Journal of Educational Technology & Society; Jan2010, Vol. 13 Issue 1, p236-245, 10p, 1 Chart, 1 Graph
Document Type:Article
Subject Terms:*LEARNING
*WEB-based instruction
*SIMULATION methods
*EDUCATIONAL technology
*WATERSHED management
*MODELING
*INTERNET
*PEDAGOGICAL content knowledge
*STATISTICS
Author-Supplied Keywords:computer-assisted simulation
learning technology
project based learning
STELLA
watershed concepts and modelling
NAICS/Industry Codes:517919 All Other Telecommunications
519130 Internet Publishing and Broadcasting and Web Search Portals
517110 Wired Telecommunications Carriers
518210 Data Processing, Hosting, and Related Services
Abstract:
Incorporating computer-simulation modelling into project-based learning may be effective but requires careful planning and implementation.
結合計算機仿真建模為基於項目的學習可能有效，但需要仔細的規劃和實施。
Teachers, especially, need pedagogical content knowledge which refers to knowledge about how students learn from materials infused with technology.
教師，特別需要的教學內容知識是指知識學生如何學習材料注入技術。
This study suggests that students learn best by actively constructing knowledge from a combination of experience, interpretation and structured interactions with peers and teachers when using technology.
這項研究表明，學生學習最好的，積極建構知識從一個組合的經驗，解釋和結構的相互作用與同學及教師使用的技術。
Simulations do not work on their own, there needs to be some structuring of the students' interactions with the simulation to increase effectiveness.
模擬不工作本身，也需要一些結構，學生的互動與模擬，以提高有效性。
The purpose of this study was to investigate the effectiveness of project-based learning in a technology-rich environment.
本研究的目的是探討有效性基於項目的學習在科技資源豐富的環境。
A science project, Land-use in Watershed, that takes advantage of Internet facilities was developed and integrated with a simulation software package, Structural Thinking and Experiential Learning Laboratory, with Animation, (STELLA) developed to promote deeper understanding of Land-use by students.
一個科學項目，土地利用流域，即利用了互聯網設施的開發和集成與仿真軟件包，結構的思考和體驗學習實驗室，與動畫，（STELLA軟件）開發，以促進更深入了解土地利用學生。
The Participants in the study were 72 students in a quasi-experimental research design.
參與者在研究了72名學生在一類實驗研究設計。
Statistical analyses showed that students who participated in the manipulation of the experimental model of the watershed experiment and the STELLA simulation performed best on understanding the watershed concept.
統計分析顯示，學生誰參加了操縱實驗模型的流域仿真實驗和STELLA軟件表現最好的分水嶺概念上的理解。
結合計算機仿真建模為基於項目的學習可能有效，但需要仔細的規劃和實施。
教師，特別需要的教學內容知識是指知識學生如何學習材料注入技術。
這項研究表明，學生學習最好的，積極建構知識從一個組合的經驗，解釋和結構的相互作用與同學及教師使用的技術。
模擬不工作本身，也需要一些結構，學生的互動與模擬，以提高有效性。
本研究的目的是探討有效性基於項目的學習在科技資源豐富的環境。
一個科學項目，土地利用流域，即利用了互聯網設施的開發和集成與仿真軟件包，結構的思考和體驗學習實驗室，與動畫，（STELLA軟件）開發，以促進更深入了解土地利用學生。
參與者在研究了72名學生在一類實驗研究設計。
統計分析顯示，學生誰參加了操縱實驗模型的流域仿真實驗和STELLA軟件表現最好的分水嶺概念上的理解。
Project-based learning
Project-based learning (PBL) blends traditional subject-matter goals and objectives with authentic learning environments.
基於項目的學習（PBL）融合了傳統題材的目標和目的與真實的學習環境。
The primary rationale for using authentic activity as the model for appropriate learning activities is the enhanced understanding that develops through application and manipulation of knowledge within context.
主要理由使用真實的活動為模型，進行適當的學習活動，它是透過知識的應用與操弄的脈絡下，增加對知識的了解。
Finding solutions to a problem whether posed by the teacher or a new social environment, more likely develop generic, as well as subject specific skills when using project-based curriculum.
當使用專題導向的課程，不管此問題是由教師或新的社會環境的問題，若將解決問題的方法發展成更一般通用的技術當成此學科的特殊技巧。
In other words, PBL provides productive environments for the development of meta-cognition (Downing et al., 2009).
換言之，PBL的生產環境提供了後設認知的發展（唐寧等人。，2009）。
In addition, in another study conducted to identify dental students' self-reported sources of stress, the findings revealed that PBL when compared to traditional curricula was inversely associated with perceived stress and that in turn had a strong impact on learning(Polychronopoulou & Divans, 2009).
此外，在另一項研究，以確定進行牙科學生自我報告的壓力來源，調查結果顯示，PBL教學法與傳統課程相比，它所覺察的壓力是截然不同，進而強烈衝擊到學習（Polychronopoulou及煙格， 2009年）。
Nevertheless, transformation of the conventional classroom into an authentic learning environment involves much more than incorporating features of real-life situations into school work.
然而，改造傳統的課堂學習環境成為一個真實的學習環境，將結合更多的實際生活狀況的特徵到學校之中。
Furthermore, curriculum innovations are never easy to implement or to examine systematically.
因此，課程創新是不容易的執行或系統性的驗證。
Balasooriya et al.,(2009) carried out a study on the impact of a new integrated medical educational design on students' approaches to learning.
Balasooriya等。，（2009）進行了一項研究的一個新的綜合影響，醫學教育的設計對學生的學習方法。
Although, the program was based on curriculum features identified in the research literature to promote deeper approaches to learning, the results indicate shifting students towards deeper approaches to learning may be a more complex task than previously understood.
雖然，在該方案的文獻中指出，此課程的特色是基於文獻而設計，為了促進更深入的學習，結果表示，轉變學生以更深入的方式進行學習，這樣的學習是比以往更複雜的任務。
Krajcik et al., (1994) suggest that there are five features of PBL that help communicate the complexity of the innovation in terms that are familiar to teachers.
克拉伊契克等。，（1994）認為專題導向有五個特點，將有助於教師來溝通此複雜的創新。
These are driving questions, investigations, artefacts, collaboration and technological tools.
這些特點包括問題導向、調查或研究導向、作品或成品導向、合作導向及科技工具的使用。
This approach can be supported by multimedia and network technologies such as the
Internet.
科技工具的使用包括多媒體、網際網路。
The introduction of microcomputers into classrooms has generated innumerable instances of such innovations which involve considerable change in classroom management, lesson structure and student assessment.
引進微型計算機進入課堂後，產生了無數的創新實例，這種創新包括很多重大的改變，如課堂管理，課程結構和學生的評量。
Powerful hardware and sophisticated software tools are enabling people to become more active learners about their environment (Jackson et al., 1997).
強大的硬件和先進的軟件工具使人們能夠在此環境中，更加主動的學習（傑克遜等人。，1997）。
Research has shown that students can make significant gains when computers are incorporated in the learning process.
研究表明，學生能在學習過程中適當的運用電腦，就能夠顯著提高學習成效。
Computer-based technologies integrated in project-based learning are particularly useful for constructive learning (Roschelle et al., 2000).
電腦資訊科技融入專題導向學習，對於學習有積極的功效。（Roschelle等。，2000）。
Students instantaneously can see the results of their experiment.
學生立即可以看到他們的實驗結果。
Computer technology supports learning; it is especially useful in developing the higher-order skills of critical thinking, analysis and scientific inquiry (Roschelle et al., 2000).
資訊科技支援學習，特別是在發展高階關鍵性思考技能、分析、科學探究等是非常有幫助的。（Roschelle等。，2000）。
But the mere presence of computers in the classroom does not ensure their effective use.
但是，只是教室有電腦，並不能保證電腦的效用被展現出來。
Many factors influence how and who learns in the classroom: (1) active engagement, (2)participation in groups, (3) frequent interaction and feedback and (4) connections to real-world contexts.
許多因素影響在教室的學習：（1）積極參與，（2）參與群體，（3）頻繁的互動和反饋，（4）連接真實世界背景。
Omale et al., (2009) performed a study to investigate how the attributes of 3-D technology affect participants' social, cognitive and teaching presences in a PBL environment.
Omale等。，（2009）進行了一項研究，在專題導向的教學中，探討3D科技如何影響學生的社會性與認知。
The results indicated that although the attributes of 3-D technology promoted participants' social presence, additional technical and instructional features of the 3-D environment were required to further enhance cognitive and teaching presence leading to overall learning experience.
結果表明，雖然3D科技促進了參與者的社會存在，但是所運用的技術及3D環境的教學還要更加強認知與學習經驗。
Some of the pioneers in learning research believe computer simulation when used effectively has the potential to address these related factors (Blake & Scanlon, 2007).
一些在學習研究的先驅相信有效地利用計算機模擬時，有可能解決這些相關的因素
