The aim of this thesis is to explore a brand new learning activity named Mission-based Learning (MBL), which is based on the Complex Problem Learning. Two research objectives are to develop the designing principles for MBL and to analyze the relationship among entrepreneurship, learning strategy and performance while learners participating Mission-based learning activities in groups.
According to the concept of ARCS model proposed by Keller, we developed six designing principles for MBL activities; they are (1) Commitment (2) Risk-taking (3) Persistence (4) Positive Self-talk (5) Self-reflection and (6)_ Self-improvement.
According to the designing principles we developed, we designed and conducted two real MBL activities, ¡§Searching and Backtracking of Chinese Family Names¡¨ and ¡§Unified Invoice¡¨ using the K12 digital school (http://ds.k12.edu.tw/). We adopted all the student groups that participated MBL activities from the beginning to the end as valid samples. Then we took the whole participated groups as valid samples and analyzed their narratives by content analysis. We explored the relationship among entrepreneurship, learning strategy and performance for groups participating in Mission-based learning activities.
Our study has found that the participated groups with competitive aggressiveness would favore adopting action control as learning strategy in doing the two MBL activities. We also found that the participated groups with higher competitive aggressiveness would have a higher performance in two MBL activities. Moreover, we found that the relationship between learning strategy and performance would be affected by different orientations of MBL activities. The participated groups with good adaptation of information-processing strategy will show a higher performance in knowledge-deep oriented MBL activities. And the participated groups with good adaptation of action control strategy will show a higher performance in knowledge-wide oriented MBL activities.
To effectively applying MBL activity, some suggestions are provided for teachers. (1) Participating groups should be well-informed the meaning and spirit of MBL activities before their participation. (2) All groups should be working independently and autonomously by minimizing teacher¡¦s intervention. (3) In order to strengthen the action control strategies of participated groups, adequate psychological scaffolding should be provided by teachers during groups participated in MBL.
| Identifer | oai:union.ndltd.org:NSYSU/oai:NSYSU:etd-0816105-101052 |
| Date | 16 August 2005 |
| Creators | Shih, Yueh-Chun |
| Contributors | Nian-Shing Chen, Wu-Yuin Hwang, David Jin-Tan Yang, Hsiang-Chu Lai, Hsin-Hui Lin |
| Publisher | NSYSU |
| Source Sets | NSYSU Electronic Thesis and Dissertation Archive |
| Language | Cholon |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0816105-101052 |
| Rights | campus_withheld, Copyright information available at source archive |
Page generated in 0.002 seconds