探討GIS融入環境議題的合作學習對高中生決策能力的影響

[[abstract]]This study is to examine the changes of students’ decision making abilities and conception in water resources after conducting a well-designed course. The valid sample included 32 tenth graders at Taipei County. The research instruments included the conceptual understanding test, worksheets and the reading comprehensive test. The main results indicated that student’s decision making abilities and conceptual understanding of water resources were significantly improved after the course. It is possibly because students shared their gained knowledge with their group-mates through Jigsaw II cooperative learning, and developed their decision making abilities through enlightenment of guidelines in activity sheets. We also found that students with different reading comprehensions performed no significant difference in conceptual understanding and decision making abilities after the intervention. The possible explanation of this finding is that students learn from each other in small-group discussions. Moreover, we infuse “MyWorld GIS” which manages and represents real data into water resource course. It helps students select organized data to judge the options based on the criteria, and view the data across more than one layers in a way of spatial distribution. Overall, this kind of technology infused course promoted students’ conceptual understanding and decision making abilities in environment relative issues. Therefore, it is suggested that using real data (e.g.: GIS software) and appropriate instructional designs (e.g.: the decision- making approach) would promote students’ learning about environmental knowledge.