以网路同侪互评系统支援设计科学活动 实例探讨.docVIP

以網路同儕互評系統支援設計科學活動：實例探討 NetPeas for supporting students design science activities: a case study 劉旨峰*、林珊如**、* *交通大學資訊科學所 新竹, 台灣 E-mail:{totem, smyuan} @.tw **交通大學教育學程中心 新竹, 台灣 E-mail: sunnylin @.tw 本研究主要是建構在 “Networked Peer Assessment System (Netpeas)”及以Vee圖支援設計科學活動上，規劃出一個以設計科學活動為基礎的『網路同儕互評模式』，依此模式設計一套架構在 World Wide Web 上的以Vee heuristic為介面的網路同儕互評系統。在這系統中，學生透過網路繳交作業，並經由相互的評分而得到作業的分數與同儕們的建議，此後學生依據這建議來做一些修改。重覆進行3個回合後，老師可以參考學生的評論來替這份作業打分數。用這種方法，老師就好像是期刊的總編輯，所有的學生就像是作者和評審。我們希望透過這種學習模式讓學生發展更高層次的思考和知識的表達。而這套系統在1998 Winter，科學教育課程中試用，學生反應普遍非常佳，發揮了原先預期的效果。本研究認為以網路同儕互評模式與Vee heuristic來輔助設計科學活動，可讓學生持續的進步與改善學習的態度。 關鍵字：網路同儕互評、V捷思法、設計科學活動、高層次思考 This research is mainly established with the following two elements: 1. Networked peer assessment System (Netpeas); 2. Vee heuristic to be implemented in scientifically designed activities. Moreover, Network Peer Assessment Model is set up as the basis for scientifically designed activities. Based on this model, we design a vee-based network peer assessment system as its main frame in conjunction with vee heuristic to be used as its interface. In this system, students turn in their homework through network. In addition, grades can be assessed by peer students among one another together with their suggestions recommended by other students. Later on, students correct their errors according to suggestions attached on their homework. Repeat this procedure for three consecutive rounds, teacher then grades the homework using students comments as reference. Instructor acts like the chief editor of a periodical with this new approach. Similarly, students assume two responsibilities, authors and reviews. We hope that students can further develop both their thinking process and abilities to express knowledge to a much higher order through this learning model. This system has been tested in our scientific curriculum since 1998 winter. Netpeas has been warmly accepted by all students. This astonishing result as anticipated long befor