The Relationships among Inquiry Teaching, Practice Teaching, Cognitive Activity, and Outcomes of Learning –Taking Organization's Learning Culture as a Moderator
| Autor: | Yen-Ping Lee, 李燕萍 |
|---|---|
| Rok vydání: | 2006 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 94 The purpose of this study was to examine the relationships between inquiry teaching, practice teaching, cognitive activity and outcomes of learning. Furthermore, we investigated interaction effects of teaching method and organization's culture of learning on the outcomes of learning. Results of learning included the attainment of first loop learning and the attainment of second loop learning. This study aimed to examine the factors that influence the attainment of second loop learning, an issue that had been neglected in the literature. Data were collected from a sample of managers from 184 companies in various industries. One manager from each company responded to the questionnaire of this study. The result indicates that inquiry-style teaching method has a positive effect on learner's abstract-conceptualization type and concrete-experience type of cognitive activity. The learning-by-doing method of teaching has a positive effect on learner's reflective-observation, abstract-conceptualization, active-experimentation, and concrete-experience types of cognitive activity. The reflective-observation and abstract-conceptualization types of cognitive activity have a positive effect on the second loop learning. Both inquiry-style and learning-by-doing teaching methods are positively related to the attainment of second loop learning. Organization's learning culture was found to include the atmospheres of active improvement in mental model, encouragement of innovation, continuous learning of new knowledge, long-term performance improvement, sharing of tool for quality enhancement, and respect to each other's professions. The inquiry-style of teaching, long-term improvement, and respect to each other's professions interactively affect the attainment of the second loop learning. However, the inquiry-style of teaching and the sharing of tool for quality enhancement have a negative interaction effect on the attainment of the second loop learning. The learning-by-doing teaching method and the culture of long-term performance improvement have a significant positive interaction effect on the attainment of second loop learning. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
| Externí odkaz: |
|