期刊目錄列表 - 61卷(2016) - 【教育科學研究期刊】61(3)九月刊
Directory
學生擬題教學對情意學習成效及學業成就影響之後設分析
作者:廖遠光(中國文化大學師資培育中心)、張澄清(科技部人文社會科學研究中心)
卷期：61卷第3期
日期：2016年9月
頁碼：1-42
DOI：10.6209/JORIES.2016.61(3).01
摘要：
本研究應用後設分析法探討學生擬題教學對於提升情意及學業成就之效果，並試圖探討可能影響教學成效的變數。以擬題、出題、problem posing、problem generation、problem writing、problem formulation為關鍵詞，至「臺灣博碩士論文」、「CETD中文碩博士論文」、「臺灣期刊論文索引」及「CEPS中文電子期刊」等資料庫檢索相關文獻，共蒐集擬題教學成效之實驗研究31篇，可提供情意學習17筆及學業成就34筆之效果量，計有2,421個樣本納入分析。研究結果顯示，學生擬題教學對於情意及學業成就具有正向效應，整體效果量分別為0.34及0.57。意即對於情意及學業成就的提升，皆優於傳統講述式教學法，且對於學業成就的提升效果更佳。情意學習會受到「學科領域」、「教學者偏誤」、「擬題次數」及「網路擬題」等變數之調節作用而呈現差異；學業成就的調節變數則有「學習階段」、「學科領域」、「教學者偏誤」、「課程時數」及「分組學習」等。
關鍵詞：出題、後設分析、情意學習成效、學業成就、擬題
《詳全文》
參考文獻：
- 于富雲、吳純萍（2012）。學生出題的學習歷程及其與工作價值感之相關。教育科學研究期刊，57（4），135-162。doi:10.3966/2073753X2012125704005【Yu, F.-Y., & Wu, C.-P. (2012). Student question-generation: The learning processes involved and their relationships with students’ perceived value. Journal of Research in Education Sciences, 57(4), 135-162. doi:10. 3966/2073753X2012125704005】
- 于富雲、劉祐興（2008）。學生出題與傳統練習策略對大學生學習成就、認知與後設認知策略使用之影響。教育與心理研究，31（3），25-52。【Yu, F.-Y., & Liu, Y.-H. (2008). The comparative effects of student-posing and question-answering strategies on promoting college students’ academic achievement, cognitive and metacognitive strategies use. Journal of Education & Psychology, 31(3), 25-52.】
- 方文鋒（2009）。合作擬題教學法對國一學生在一元一次方程式解題之影響（未出版碩士論文）。國立臺南大學，臺南市。【Fang, W.-F. (2009). The influence of using cooperative problem-posing instruction for solving the problems of one-variable linear equations to the seventh grade students (Unpublished master’s thesis). National University of Tainan, Tainan, Taiwan.】
- 王俐文（2008）。融入擬題的幾何證明教學對國三學生幾何能力之影響（未出版碩士論文）。國立彰化師範大學，彰化市。【Wang, L.-W. (2008). The effect of geometry proof instruction integrated with proposition posing on ninth graders’ geometry abilities (Unpublished master’s thesis). National Changhua University of Education, Changhua, Taiwan.】
- 王靜雯（2007）。合作出題對高職生英語學習影響之研究（未出版碩士論文）。國立中正大學，嘉義縣。【Wang, C.-W. (2007). The effects of cooperative item construction on EFL vocational high school students’ English learning (Unpublished master’s thesis). National Chung Cheng University, Chiayi County, Taiwan.】
» 展開更多
- 于富雲、吳純萍（2012）。學生出題的學習歷程及其與工作價值感之相關。教育科學研究期刊，57（4），135-162。doi:10.3966/2073753X2012125704005【Yu, F.-Y., & Wu, C.-P. (2012). Student question-generation: The learning processes involved and their relationships with students’ perceived value. Journal of Research in Education Sciences, 57(4), 135-162. doi:10. 3966/2073753X2012125704005】
- 于富雲、劉祐興（2008）。學生出題與傳統練習策略對大學生學習成就、認知與後設認知策略使用之影響。教育與心理研究，31（3），25-52。【Yu, F.-Y., & Liu, Y.-H. (2008). The comparative effects of student-posing and question-answering strategies on promoting college students’ academic achievement, cognitive and metacognitive strategies use. Journal of Education & Psychology, 31(3), 25-52.】
- 方文鋒（2009）。合作擬題教學法對國一學生在一元一次方程式解題之影響（未出版碩士論文）。國立臺南大學，臺南市。【Fang, W.-F. (2009). The influence of using cooperative problem-posing instruction for solving the problems of one-variable linear equations to the seventh grade students (Unpublished master’s thesis). National University of Tainan, Tainan, Taiwan.】
- 王俐文（2008）。融入擬題的幾何證明教學對國三學生幾何能力之影響（未出版碩士論文）。國立彰化師範大學，彰化市。【Wang, L.-W. (2008). The effect of geometry proof instruction integrated with proposition posing on ninth graders’ geometry abilities (Unpublished master’s thesis). National Changhua University of Education, Changhua, Taiwan.】
- 王靜雯（2007）。合作出題對高職生英語學習影響之研究（未出版碩士論文）。國立中正大學，嘉義縣。【Wang, C.-W. (2007). The effects of cooperative item construction on EFL vocational high school students’ English learning (Unpublished master’s thesis). National Chung Cheng University, Chiayi County, Taiwan.】
- 安蓮心（2011）。網路學生出題策略輔助外籍生華語學習之研究（未出版碩士論文）。國立成功大學，臺南市。【An, Y.-S. (2011). The study of online student-generated questions strategies on assisting foreign students with Chinese learning (Unpublished master’s thesis). National Cheng Kung University, Tainan, Taiwan.】
- 吳聰敏（2010）。以Hot Potatoes軟體進行國小五年級社會科擬題教學成效之研究（未出版碩士論文）。亞洲大學，臺中市。【Wu, E. (2010). Learning effects on implementing Hotpotatoes assisted the fifth graders’ problem-posing in social science (Unpublished master’s thesis). Asia University, Taichung, Taiwan.】
- 李承華（2002）。擬題活動對國小五年級學生掌握數學文字題語意結構與解題之影響（未出版碩士論文）。國立臺北師範學院，臺北市。【Lee, C.-H. (2002). The effect of problem posing on fifth grader’s understanding of semantic structure in arithmetic word problem and on their problem solving capability (Unpublished master’s thesis). National Taipei Teachers College, Taipei, Taiwan.】
- 林宜篇、于富雲（2012）。學生網路出題教學策略對國小學生生命教育學習成效之影響。新竹教育大學教育學報，28（2），29-56。【Lin, Y.-P., & Yu, F.-Y. (2012). The effects of an online student-generated questions strategy on elementary student learning of life education. Educational Journal of NHCUE, 28(2), 29-56.】
- 林慶宗（2005）。小組合作學習和擬題在資訊融入數學學習之探究（未出版碩士論文）。國立嘉義大學，嘉義縣。【Lin, C.-T. (2005). An investigation of cooperative learning and problem-posing on integrating information into mathematic learning (Unpublished master’s thesis). National Chiayi University, Chiayi County, Taiwan.】
- 邱廷榮、于富雲（2011）。網路學生出題策略應用於國小古典詩課程其成效之研究。教育科學研究期刊，56（4），99-128。doi:10.3966/2073753X2011125604004【Chiu, T.-J., & Yu, F.-Y. (2011). Effects of online student question-generation on primary school classic Chinese poetry instruction. Journal of Research in Education Sciences, 56(4), 99-128. doi:10.3966/2073753X201112 5604004】
- 俞怡中（2009）。運用電腦支援合作學習之擬題活動對學習成效影響之研究（未出版碩士論文）。國立臺南大學，臺南市。【Yu, Y.-C. (2009). A study of learning effects in computer supported collaborative learning for problem posing (Unpublished master’s thesis). National University of Tainan, Tainan, Taiwan.】
- 姜堡混（2011）。以互動式軟體進行國小自然與生活科技領域擬題教學成效之研究（未出版碩士論文）。亞洲大學，臺中市。【Chiang, P.-H. (2011). Learning effects on implementing interactive assisted problem-posing in science and technology (Unpublished master’s thesis). Asia University, Taichung, Taiwan.】
- 洪琮琪（2002）。網路出題與合作學習對學習成效之影響（未出版碩士論文）。國立成功大學，臺南市。【Hung, C.-C. (2002). Effects of question-posing and cooperative learning on students’ learning outcomes within a web-based learning environment (Unpublished master’s thesis). National Cheng Kung University, Tainan, Taiwan.】
- 洪琮琪、于富雲、程炳林（2005）。網路出題與合作學習策略運用對學力提昇與學習焦慮之影響。新竹師院學報，20，219-244。【Hung, C.-C., Yu, F.-Y., & Cherng, B.-L. (2005). Effects of question-posing and cooperative learning on students’ competency and learning anxiety within a web-based learning environment. Journal of National Hsinchu Teachers College, 20, 219-244.】
- 徐文鈺（1996）。不同擬題教學策略對兒童分數概念、解題能力與擬題能力之影響（未出版博士論文）。國立臺灣師範大學，臺北市。【Xu, W.-Y. (1996). The effect of posing problems in small groups on the performance of fraction concept, problem solving, and problem posing (Unpublished doctoral dissertation). National Taiwan Normal University, Taipei, Taiwan.】
- 徐桂琴（2010）。擬題活動對國小二年級乘法教學成效之探討（未出版碩士論文）。國立臺南大學，臺南市。【Xu, G.-Q. (2010). A study on the effects of problem posing activities with multiplication teaching in the second graders of primary school (Unpublished master’s thesis). National University of Tainan, Tainan, Taiwan.】
- 秦嘉智（2012）。問題題型結構之擬題教學對國小六年級學生分數乘除文字題解題成就之影響（未出版碩士論文）。中原大學，桃園縣。【Cin, J.-J. (2012). The influence of problem-posing instruction based on problem types structure toward sixth-graders’ solving achievement on word problems of multiplication and divison of fraction (Unpublished master’s thesis). Chung Yuan Christian University, Taoyuan County, Taiwan.】
- 翁聖恩（2008）。遊戲式擬題系統對學習投入、擬題能力及解題能力提升之研究（未出版碩士論文）。國立臺灣師範大學，臺北市。【Weng, S.-E. (2008). Promoting learning engagement, problem-posing and problem-solving abilities through a game-based problem-posing system (Unpublished master’s thesis). National Taiwan Normal University, Taipei, Taiwan.】
- 康滋容（2005）。擬題活動對國小二年級學生解題能力和擬題能力的影響（未出版碩士論文）。國立屏東師範學院，屏東市。【Kang, T.-J. (2005). Problem-posing activities and second graders’ problem-solving and problem-posing ability (Unpublished master’s thesis). National Pingtung Teachers College, Pingtung, Taiwan.】
- 張育綾（2008）。學生網路出題於國小英語學科對學習成效的影響（未出版碩士論文）。國立成功大學，臺南市。【Chang, Y.-L. (2008). The effects of online question-generation on elementary students’ learning in English (Unpublished master’s thesis). National Cheng Kung University, Tainan, Taiwan.】
- 張雅綺（2013）。基於合作擬題策略之行動學習模式對學習成效的影響（未出版碩士論文）。國立臺灣科技大學，臺北市。【Chang, Y.-C. (2013). Development of a collaborative mobile learning based on a problem-posing approach to improving students’ learning outcome (Unpublished master’s thesis). National Taiwan University of Science and Technology, Taipei, Taiwan.】
- 郭重吉（1995）。建構主義與數理科的學習輔導。學生輔導，38，32-39。【Guo, C.-J. (1995). Constructivism and learning support of mathematics and science. Learning Support, 38, 32-39.】
- 陳佩琦（2003）。國小二年級數學擬題教學實踐之研究（未出版碩士論文）。國立中山大學，高雄市。【Chen, P.-C. (2003). The study of problem-posing teaching technique in the elementary school grade two class (Unpublished master’s thesis). National Sun Yat-sen University, Kaohsiung, Taiwan.】
- 陳金章（2007）。擬題活動融入國小五年級數學學習對數學解題表現、數學學習態度影響之研究（未出版碩士論文）。國立屏東教育大學，屏東市。【Chen, C.-C. (2007). The study of the impacts of problem posing activities incorporate fifth grade mathematics learning towards mathematics solving representation and mathematics attitude (Unpublished master’s thesis). National Pingtung University of Education, Pingtung, Taiwan.】
- 陳國蕙、洪志成（2007）。「案例教學策略」對商職民商法課程學習成效之影響。國民教育研究學報，19，109-140。【Chen, K.-H., & Hung, C.-C. (2007). The effects of case-based instruction on students’ learning outcomes in a civil and commercial law class of a commercial vocational high school. Journal of Research on Elementary and Secondary Education, 19, 109-140.】
- 陳逸亮（2014）。合作擬題教學法對國小五年級學生在怎樣列式單元學習成效之研究（未出版碩士論文）。國立臺南大學，臺南市。【Chen, Y.-L. (2014). The effect of cooperation learning with posing unit “how to list equations” on the fifth grader students (Unpublished master’s thesis). National University of Tainan, Tainan, Taiwan.】
- 陳錦芬、曾泓璋（2006）。小組電腦擬題活動對英語字彙學習成就與學習情意之影響。國立臺北教育大學學報－教育類，19（1），89-118。【Chen, C., & Zeng, H.-Z. (2006). Effects of implementing the computer assisted problem-posing strategy on English vocabulary learning achievement and affective reaction. Journal of National Taipei University of Education: Education, 19(1), 89-118.】
- 黃俊惟（2003）。網路擬題練習在解分數加減法問題上之研究（未出版碩士論文）。國立嘉義大學，嘉義縣。【Huang, C.-W. (2003). A study on the network posing review practice system for the problem solving of adding and subtracting fraction (Unpublished master’s thesis). National Chiayi University, Chiayi County, Taiwan.】
- 黃信維（2014）。以數學閱讀融入合作擬題教學對國小三年級學童同分母分數加減問題解題表現之研究（未出版碩士論文）。國立臺南大學，臺南市。【Huang, H.-W. (2014). The study of integrating mathematical reading into cooperative problem-posing instruction on third graders’ performance of solving addition and subtraction of fractions with the same denominator (Unpublished master’s thesis). National University of Tainan, Tainan, Taiwan.】
- 楊晏婷（2011）。瀏覽出題機制融入網路學生出題歷程對國中英語學習影響之探究（未出版碩士論文）。國立成功大學，臺南市。【Yang, Y.-T. (2011). The effects of online student question-generation with access to peers’ generated questions on junior high school students’ learning in English (Unpublished master’s thesis). National Cheng Kung University, Tainan, Taiwan.】
- 鄭雅惠（2008）。合作出題對國中生英語學習影響之研究（未出版碩士論文）。國立中正大學，嘉義縣。【Cheng, Y.-H. (2008). The effect of cooperative item construction on EFL junior high school students’ English learning (Unpublished master’s thesis). National Chung Cheng University, Chiayi County, Taiwan.】
- 蕭景文（2005）。合作擬題線上合作解題系統在國小五年級數學學習成就及態度之研究（未出版碩士論文）。國立嘉義大學，嘉義縣。【Hsiao, C.-W. (2005). The study of cooperative problem posing and on-line cooperative problem solving on the fifth graders’ mathematic learning achievement and mathematic learning attitudes (Unpublished master’s thesis). National Chiayi University, Chiayi County, Taiwan.】
- 賴奕嬛（2011）。不同線上學生出題導引策略融入國小學科之研究（未出版碩士論文）。國立成功大學，臺南市。【Lai, Y.-S. (2011). A study on online guided student question-generation on elementary student learning (Unpublished master’s thesis). National Cheng Kung University, Tainan, Taiwan.】
- 鍾雅琴（2002）。合作擬題策略教學對國小五年級資優班與普通班學生分數概念、解題能力與擬題能力之影響（未出版碩士論文）。國立臺中師範學院，臺中市。【Jang, Y.-C. (2002). The effects of posing problems in cooperative groups on the performance of fraction concept, problem solving, and problem posing for the fifth graders of gifted children (Unpublished master’s thesis). National Taichung Teachers College, Taichung, Taiwan.】
- Akay, H., & Boz, N. (2010). The effect of problem posing oriented Analyses-II course on the attitudes toward mathematics and mathematics self-efficacy of elementary prospective mathematics teachers. Australian Journal of Teacher Education, 35(1), 1-75. doi:10.14221/ ajte.2010v35n1.6
- Bar-Haim, Y., Lamy, D., Pergamin, L., Bakermans-Kranenburg, M. J., & van IJzendoorn, M. J. (2007). Threat-related attentional bias in anxious and nonanxious individuals: A meta-analytic study. Psychological Bulletin, 133(1), 1-24. doi:10.1037/0033-2909.133.1.1
- Barak, M., & Rafaeli, S. (2004). On-line question-posing and peer-assessment as means for web-based knowledge sharing in learning. International Journal of Human-Computer Studies, 61(1), 84-103. doi:10.1016/j.ijhcs.2003.12.005
- Beal, C. R., & Cohen, P. R. (2012). Teach ourselves: Technology to support problem posing in the STEM classroom. Creative Education, 3(4), 513-519. doi:10.4236/ce.2012.34078
- Bloom, B., Englehart, M., Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York, NY: Longmans, Green.
- Bonotto, C. (2013). Artifacts as sources for problem-posing activities. Educational Studies in Mathematics, 83(1), 37-55. doi:10.1007/s10649-012-9441-7
- Brousseau, G. (1997). Theory of didactical situations in mathematics. Dordrecht, The Netherlands: Kluwer Academic.
- Brown, S. I., & Walter, M. I. (2005). The art of problem posing (3rd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
- Cai, J., & Hwang, S. (2002). Generalized and generative thinking in U.S. and Chinese students’ mathematical problem solving and problem posing. Journal of Mathematical Behavior, 21(4), 401-421. doi:10.1016/S0732-3123(02)00142-6
- Cai, J., Moyer, J. C., Wang, N., Hwang, S., Nie, B., & Garber, T. (2013). Mathematical problem posing as a measure of curricular effect on students’ learning. Educational Studies in Mathematics, 83(1), 57-69. doi:10.1007/s10649-012-9429-3
- Chang, K.-E., Wu, L.-J., Weng, S.-E., & Sung, Y.-T. (2012). Embedding game-based problem-solving phase into problem-posing system for mathematics learning. Computers & Education, 58(2), 775-786. doi:10.1016/j.compedu.2011.10.002
- Christou, C., Mousoulides, N., Pittalis, M., Pitta-Pantazi, D., & Sriraman, B. (2005). An empirical taxonomy of problem posing processes. The International Journal on Mathematics Education, 37(3), 149-158. doi:10.1007/s11858-005-0004-6
- Cohen, B. P., & Arechevala-Vargas. (1987). Interdependence, interaction and productivity (Working Paper No. 87-3). Stanford, CA: Center for Sociological Research.
- Cohen, E. G. (1994). Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64(1), 1-35. doi:10.3102/00346543064001001
- Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Earlbaum Associates.
- Crawley, S. L., Curry, W. H., Dumois-Sands, J., Tanner, C., & Wyker, C. (2008). Full-contact pedagogy: Lecturing with questions and student-centered assignments as methods for inciting self-reflexivity for faculty and students. Feminist Teacher, 19(1), 13-30. doi:10.1353/ftr.0.0023
- Crespo, S., & Sinclair, N. (2008). What makes a problem mathematically interesting? Inviting prospective teachers to pose better problems. Journal of Mathematics Teacher Education, 11(5), 395-415. doi:10.1007/s10857-008-9081-0
- Csikszentmihalyi, M. (1977). Beyond boredom and anxiety. San Francisco, CA: Jossey-Bass.
- Cunningham, R. F. (2004). Problem posing: An opportunity for increasing student responsibility. Mathematics and Computer Education, 38(1), 83-89.
- de Jesus, H., Almeida, P., Teixeira-Dias, J., & Watts, M. (2006). Students’ questions: Building a bridge between Kolb’s learning styles and approaches to learning. Education+Training 48(2/3), 97-111. doi:10.1108/00400910610651746
- Denny, P., Hamer, J., Luxton-Reilly, A., & Purchase, H. (2008). PeerWise: Students sharing their multiple choice questions. Proceeding of the Fourth International Workshop on Computing Education Research, 51-58. doi:10.1145/1404520.1404526
- Ellerton, N. (1986). Children’s made-up mathematics problem－A new perspective on talented mathematicians. Educational Studies in Mathematics, 17(3), 261-271. doi:10.1007/BF00305073
- English, L. D. (1997a). The development of fifth-grade children’s problem-posing abilities. Educational Studies in Mathematics, 34(3), 183-217. doi:10.1023/A:1002963618035
- English, L. D. (1997b). Development of seventh-grade students’ problem posing. In E. Pehkonen (Ed.), Proceedings of the 21st conference of the international group for the psychology of mathematics education (Vol. 2, pp. 241-248). Lahti, Finland: PME.
- English, L. D. (1998). Children’s problem posing within formal and informal contexts. Journal for Research in Mathematics Education, 29(1), 83-106. doi:10.2307/749719
- English, L. D. (2003). Problem posing in the elementary curriculum. In F. Lester & R. Charles (Eds.), Teaching mathematics through problem solving (pp. 187-198). Reston, VA: National Council of Teachers of Mathematics.
- Fellenz, M. R. (2004). Using assessment to support higher level learning: The multiple choice item development assignment. Assessment & Education in Higher Education, 29(6), 703-719. doi:10. 1080/0260293042000227245
- Freire, P. (1970). Pedagogy of the oppressed. New York, NY: The Seabury Press.
- Gall, M. D., Borg, W. R., & Gall, J. P. (1996). Educational research: An introduction (6th ed.). White Plains, NY: Longman.
- Goldin, G. (1998). Representational systems, learning, and problem solving in mathematics. The Journal of Mathematical Behavior, 17(2), 137-165. doi:10.1016/S0364-0213(99)80056-1
- Greene, L. (2005). Carnegie chronicle: Questioning questions. The National Teaching and Learning Forum, 14(2), 1-6.
- Gunn, V. (2007). Approaches to small group learning and teaching. Retrieved from http://www.gla. ac.uk/media/media_12157_en.pdf
- Harel, G., Koichu, B., & Manaster, A. (2006). Algebra teachers’ ways of thinking characterizing the mental act of problem posing. In J. Novotna, H. Moraova, M. Kratka, & N. Stehlikova (Eds.), Proceedings of PME 30th conference of the international group for the psychology of mathematics education (pp. 241-248). Prague, Czech Republic: Charles University.
- Harel, G., & Tall, D. O. (1991). The general, the abstract, and the generic in advanced mathematics. For the Learning of Mathematics, 11(1), 38-42.
- Hattie, J., Marsh, H. W., Neill, J. T., & Richards, G. E. (1997). Adventure education and outward bound: Out-of-class experiences that make a lasting difference. Review of Educational Research, 67(1), 43-87. doi:10.3102/00346543067001043
- Hazeyama, A., & Hirai, Y. (2007). Concerto II: A learning community support system based on question-posing. In J. M. Spector, D. G. Sampson, T. Okamoto, S. A. Cerri, M. Ueno, & A. Kashihara (Eds.), Proceedings of the 7th IEEE international conference on advanced learning technologies (pp. 338-339). Niigata, Japan: IEEE. doi:10.1109/ICALT.2007.101
- Hedges, L. V., & Olkin, I. (1985). Statistical methods for meta-analysis. Orlando, FL: Academic Press.
- Jungck, J. R. (1985). A problem posing approach to biology education. The American Biology Teacher, 47(5), 264-266. doi:10.2307/4448046
- Kar, T., Özdemir, E., Ipek, A. S., & Albayrak, M. (2010). The relation between the problem posing and problem solving skills of prospective elementary mathematics teachers. Procedia-Social and Behavioral Sciences, 2(2), 1577-1583. doi:10.1016/j.sbspro.2010.03.239
- Kilpatrick, J. (1987). Problem formulating: Where do good problems come from? In A. H. Schoenfeld (Ed.), Cognitive science and mathematics education (pp. 123-147). Hillsdale, NJ: Lawrence Erlbaum Associates.
- Koichu, B. (2008). Theoretical framework for characterizing responses to multiple problem posing tasks. In R. Leikin, A. Levav-Waynberg, & M. Appelbaum (Eds.), Proceedings of the international workshop on multiple solution connecting tasks (pp. 45-52). Haifa, Israel: CET.
- Kontorovich, I., Koichu, B., Leikin, R., & Berman, A. (2012). An exploratory framework for handling the complexity of mathematical problem posing in small groups. The Journal of Mathematical Behavior, 31(1), 149-161. doi:10.1016/j.jmathb.2011.11.002
- Lavy, I., & Bershadsky, I. (2003). Problem posing via “what if not?” strategy in solid geometry－A case study. The Journal of Mathematical Behavior, 22(4), 369-387. doi:10.1016/j.jmathb.2003. 09.007
- Leikin, R. (2005). Qualities of professional dialogue: Connecting graduate research on teaching and the undergraduate teachers’ program. International Journal of Mathematical Education in Science and Technology, 36(2-3), 235-254. doi:10.1080/00207390412331316960
- Lipsey, M. W., & Wilson, D. B. (2001). Practical meta-analysis. Thousand Oaks, CA: Sage.
- Lowrie, T. (2002). Young children posing problems: The influence of teacher intervention on the type of problems children pose. Mathematics Education Research Journal, 14(2), 87-98. doi:10. 1007/BF03217355
- Mamona-Downs, J., & Downs, M. (2005). The identity of problem solving. The Journal of Mathematical Behavior, 24(3-4), 385-401. doi:10.1016/j.jmathb.2005.09.011
- Mestre, J. P. (2002). Probing adults’ conceptual understanding and transfer of learning via problem posing. Journal of Applied Developmental Psychology, 23(1), 9-50. doi:10.1016/S0193-3973 (01)00101-0
- Miller, M. (2005). Learning and teaching in the affective domain. In M. Orey (Ed.), Emerging perspectives on learning, teaching and technology. Retrieved from http://epltt.coe.uga.edu/ index.php?title=Teaching_and_Learning_in_Affective_Dom
- Moses, B. M., Bjork, E., & Goldenberg, E. P. (1993). Beyond problem solving: Problem posing. In S. I. Brown & M. I. Walter (Eds.), Problem posing: Reflections and applications (pp. 178-488). Hillsdale, NJ: Lawrence Erlbaum Associates.
- Nakano, A., Hirashima, T., & Takeuchi, A. (2004). A support environment for learning by describing problem map in arithmetical word problems. Retrieved from http://citexeerx.ist.psu.edu/ viewdoc/download?doi=10.1.1.104.9790&rep=1&type=pdf
- Nardone, C. F., & Lee, R. G. (2011). Critical inquiry across the disciplines: Strategies for student-generated problem posing. College Teaching, 59(1), 13-22. doi:10.1080/87567555.2010. 489077
- Pelczer, I., & Rodriguez, F. G. (2008). Problem posing strategies of mathematically gifted students. In R. Leikin (Ed.), Proceedings of the 5th international conference on creativity in mathematics and the education of gifted students (pp. 193-199). Haifa, Israel: CET.
- Perrin, J. R. (2007). Problem posing at all levels in the calculus classroom. School Science & Mathematics, 107(5), 182-192. doi:10.1111/j.1949-8594.2007.tb17782.x
- Qin, Z., Johnson, D. W., & Johnson, R. T. (1995). Cooperative versus competitive efforts and problem solving. Review of Educational Research, 65(2), 129-143. doi:10.3102/003465430 65002129
- Raudenbush, S. W. (1994). Random effects models. In H. Cooper & L. V. Hedges (Eds.), The handbook of research synthesis (pp. 301-321). New York, NY: Russell Sage Foundation.
- Rosenshine, B., Meister, C., & Chapman, S. (1996). Teaching students to generate questions: A review of the intervention studies. Review of Educational Research, 66(2), 181-221. doi:10. 3102/00346543066002181
- Rosenthal, R. (1991). Meta-analytic procedures for social research. Newbury Park, CA: Sage. doi: 10.4135/9781412984997
- Rosli, R., Capraro, M. M., & Capraro, R. M. (2014). The effects of problem posing on student mathematical learning: A meta-analysis. International Education Studies, 7(13), 227-241. doi: 10.5539/ies.v7n13p227
- Schoenfeld, A. (1985). Mathematical problem solving. New York, NY: Academic Press.
- Silver, E. A. (1994). On mathematical problem posing. For the Learning of Mathematics, 14(1), 19-28.
- Silver, E. A., & Mamona, J. (1989). Problem posing by middle school teachers. In C. A. Maher, G. A. Goldin, & R. B. Davis (Eds.), Proceedings of the eleventh annual meeting of the North American chapter of the international group for the psychology of mathematics education (pp. 263-269). New Brunswick, NJ: Rutgers University.
- Silver, E. A., Mamona-Downs, J., Leung, S. S., & Kenney, P. A. (1996). Posing mathematical problems: An exploratory study. Journal for Research in Mathematics Education, 27(3), 293- 309. doi:10.2307/749366
- Singer, M., Ellerton, N., & Cai, J. (2013). Problem-posing research in mathematics education: New questions and directions. Educational Studies in Mathematics, 83(1), 1-7. doi:10.1007/s10649- 013-9478-2
- Springer, L., Stanne, M. E., & Donovan, S. S. (1999). Effects of small-group learning on under- graduates in science, mathematics, engineering, and technology: A meta-analysis. Review of Educational Research, 69(1), 21-51. doi:10.3102/00346543069001021
- Sternberg, R. (1998). Abilities are forms of developing expertise. Educational Researcher, 27(3), 11-20. doi:10.3102/0013189X027003011
- Stovanova, E., & Ellerton, N. F. (1996). A framework for research into student’s problem posing in school mathematics. In R. B. Corwin (Ed.), Talking mathematics: Supporting children’s voices (pp. 53-96). Portsmouth, NH: Heinemann.
- Stoyanova, E. (1998). Problem posing in mathematics classrooms. In A. McIntosh & N. Ellerton (Eds.), Research in mathematics education: A contemporary perspective (pp. 164-185). Perth, Australia: MASTEC, Edith Cowan University.
- Van Harpen, X. Y., & Presmeg, N. C. (2013). An investigation of relationships between students’ mathematical problem-posing abilities and their mathematical content knowledge. Educational Studies in Mathematics, 83(1), 117-132. doi:10.1007/s10649-012-9456-0
- von Glasersfeld, E. (1995). Radical constructivism: A way of knowing and learning. London, UK: The Falmer Press.
- Whitehurst, G. J. (2002). Evidence-based education. Retrieved from https://www2.ed.gov/nclb/ methods/whatworks/eb/edlite-index.html
- Wilson, E. V. (2004). ExamNet asynchronous learning network: Augmenting face-to-face courses with student-developed exam questions. Computers & Education, 42(1), 87-107. doi:10.1016/ S0360-1315(03)00066-6
- Wirkala, C., & Kuhn, D. (2011). Problem-based learning in K-12 education: Is it effective and how does it achieve its effects? American Educational Research Journal, 48(5), 1157-1186. doi:10. 3102/0002831211419491
- What Works ClearinghouseTM. (2014). Procedures and standards handbook (version 3.0). Retrieved from http://ies.ed.gov/ncee/wwc/pdf/reference_resources/wwc_procedures_v3_0_standards_ handbook.pdf
- Yu, F.-Y. (2011). Multiple peer-assessment modes to augment online student question-generation processes. Computers & Education, 56(6), 484-494. doi:10.1016/j.compedu.2010.08.025
- Yu, F.-Y., Liu, Y.-H., & Chan, T.-W. (2005). A web-based learning system for question-posing and peer assessment. Innovations in Education and Teaching International, 42(4), 337-348. doi:10. 1080/14703290500062557
| 中文APA引文格式 | 廖遠光、張澄清(2016)。學生擬題教學對情意學習成效及學業成就影響之後設分析。教育科學研究期刊，61(3)，1-42。doi:10.6209/JORIES.2016.61(3).01
|
|---|
| APA Format | Liao, Y.-K., & Chang, C.-C. (2016). Effects of the problem posing strategies of students on affective learning outcomes and academic achievement: A meta-analysis. Journal of Research in Education Sciences, 61(3), 1-42. doi:10.6209/JORIES.2016.61(3).01
|
|---|
Journal directory listing - Volume 61 (2016) - Journal of Research in Education Sciences【61(3)】September
Directory
Effects of the Problem Posing Strategies of Students on Affective Learning Outcomes and Academic Achievement: A Meta-Analysis
Author: Yuen-Kuang Liao (Center for Teacher Education, Chinese Culture University), Cheng-Ching Chang (Research Institute for the Humanities and Social Sciences, Ministry of Science and Technology)
Vol.&No.：Vol. 61, No. 3
Date：September 2016
Pages：1-42
DOI：10.6209/JORIES.2016.61(3).01
Abstract：
A meta-analysis was performed to synthesize existing research that investigated the effects of problem-posing strategies on the affective learning outcomes and academic achievement of students in Taiwan. We adopted problem posing, problem generation, problem writing, and problem formulation as keywords and gathered 31 studies (comprising 17 comparisons for the affective domain and 34 comparisons for academic achievement), converting their quantitative data to effect size (ES). The results demonstrated that problem posing strategies provided considerable benefits than traditional instruction did on students’ affective learning outcomes (ES = 0.34) and academic achievement (ES = 0.57), and the larger positive effect sizes showed the benefit is greater on academic achievement. In addition, four moderator variables were selected for investigating affective learning outcomes and five moderator variables were selected for investigating academic achievement (including subject area, instructor bias, total number of courses, and cooperative learning), all of which had statistically significant impacts on the mean ES. Finally, the noteworthy suggestions and limitations of this study were discussed.
Keywords：academic achievement, affective learning outcome, meta-analysis, problem posing, question posing