合作學習環境中學生分組模式之研究

Abstract

思考風格是思考的方式，此並非指能力，而是指個人喜好施展天資能力的方式。當代心理學家R.J.Sternberg 發現，一個人成功與否，除了資質外，其思考風格亦極具關鍵。網路學習社群是目前新興的一族，藉由網路的便利性去擷取資料、並尋找學習同伴。目前網路學習社群所遭遇的困擾之一是，無法有效的找到志趣相投或程度相仿的夥伴，或是適合詢問的對象。若是學習系統能推薦個性與學習成就相似或互補的人為學習夥伴，將可大大降低學生在網路合作學習環境中的挫折。本研究結合R.J.Sternberg對思考風格的研究，針對每個學生思考風格的特質，應用組合性最佳化演算法，將學生編組成學習小組，藉以輔助學生在網路學習環境中尋求同伴。本論文旨在探討：將學生依不同思考風格特質所編組成的學習小組，以同質或是互補組的方式所達成的學習成效較佳？更進一步，本論文將探究在同質組及互補組中，學生對合作歷程的合作學習是否具正向態度以及對合作伙伴的喜好。

Thinking style is referred to ways of thinking. It's not directly related to ability, but rather a preferred way or tendency of using the abilities one has. Contemporary psychologist R. J. Sternberg mentioned in his research that beside intelligence, one's thinking style could also affect his/her achievement. Recently, more and more web-based learning communities arise to take advantage of the convenience of information retrieval and looking for partners. But they also encounter the difficulty to efficiently looking for appropriate counselors or learning pals with resembling interest or ability. This study refers to R. J. Sternberg's research in thinking styles in which we adopt students' five thinking styles as input to an artificial intelligence algorithm, Random-Mutation Hill Climbing, for team forming, which helps students in partner selection. According to the students' different thinking styles, two types of cooperative learning teams are formed, one resembling and the other complementary. This study investigates teamworking effect and the students' attitude, including their subject opinions about their partners. We make comparison between the two types of cooperative learning teams after the learning experiments.