Document Type

Article

Abstract

“Scaffoldings” states to let teachers provide a temporary support to help the students developing their self-scaffolding, this temporary support (the scaffolds) might be a kind of teaching facility or teaching strategy, as the capability of the learner advanced, the learning responsibility will shift gradually to the student, finally the student can dominate his/her learning, and through learning he/she shall build up his/her own knowledge. In this study, Internet and the Constructivist Scaffolding Teaching Theories are applied to develop a teaching model based on the “Research Method”- a program for the first year in graduate school, so that information technologies can be applied to make up the teachers’ deficiencies in terms of energy, time and capability. On the other hand, taking the advantages of the traditional teaching model face-to-face communication, and interaction to make up the deficiencies of Internet teaching. To realize the effects of this instructional model, experimentation is adopted in this study. Differences of learning results between constructive scaffolding teaching model with Internet assistance (CSTMIA) and the traditional teaching model (TTM) are analyzed.

The result of the study shows: (1) indeed the performance of the CSTMIA better improves the students’ learning achievement than that of the TTM, but it is not as good as the traditional teaching in terms of the learning performance, learning satisfaction and the growth of learning capabilities; (2) the result of the subsequent evaluation and analysis shows: based on the subjective realization from more than 60% of the students in the CSTMIA, they are positive toward the capability of such CSTMIA in the improvement of learning performance, learning achievement, learning satisfaction, interaction between teachers and the students, and the growth of learning capabilities, this proves that the CSTMIA implemented by this study helps improve the learning effect, strengthen the interaction between teachers and the students in certain extent. The contributions of this study are: (1) Based on the “Research Method” program, to develop that program’s Constructivist Scaffolding Teaching Model supplemented by Internet; (2) Based on the “Research Method” program, to see the influences of the Constructivist Scaffolding Teaching Model supplemented by Internet toward the learning performance, learning achievement, learning Satisfaction, interaction between teachers and the students, and the growth of learning capabilities.

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