小學教師網路知識觀、資訊判斷自我效能、資訊判準與網路資訊搜尋行為

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研究生：	王鴻原 Hung-Yuan Wang
論文名稱：	小學教師網路知識觀、資訊判斷自我效能、資訊判準與網路資訊搜尋行為 Elementary School Teachers’ Internet-specific Epistemic Beliefs, Source Evaluation Self-efficacy, Information Commitments, and Online Information Searching Behaviors
指導教授：	蔡今中 Chin-Chung Tsai
口試委員:	李旻憲 Min-Hsien Lee 侯惠澤 Huei-Tse Hou 許衷源 Chung-Yuan Hsu 邱國力 Guo-Li Chiou 梁至中 Jyh-Chong Liang
學位類別：	博士 Doctor
系所名稱：	應用科技學院 - 應用科技研究所 Graduate Institute of Applied Science and Technology
論文出版年：	2016
畢業學年度：	104
語文別：	英文
論文頁數：	147
中文關鍵詞：	網路知識觀、資訊判準、自我效能、資訊搜尋
外文關鍵詞：	Internet-specific Epistemic beliefs, Evaluation standards, Searching strategies, Online Searching behavior
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近來網路逐漸成為教師在備課過程中主要的搜尋資料來源，因此本研究探討台灣國小教師在使用網路資訊進行備課時的網路知識觀、資訊判斷自我效能、網路資訊判準與網路搜尋行為。本研究分為兩部分進行，第一部分由479位國小教師填寫網路知識觀、資訊判斷自我效能與網路資訊判準等三份量化的問卷，藉以暸解國小教師在網路上搜尋備課資料時的網路知識觀、資訊判斷自我效能與網路資訊判準及其三者之間的相互關係，並深入探討資訊判斷自我效能在此關係中的角色。
第二部分則挑選20位具代表性的教師進行30分鐘的實際搜尋任務。任務以「基因改造食物」為主題，從網路上搜尋資料後完成教材簡報，全程使用視窗桌面錄影程式錄下全部搜尋歷程。從搜尋任務的影片分析出網路搜尋行為模式，並比較不同自我效能與不同網路知識觀的教師在網路搜尋行為模式之差異。最後，以搜尋任務中所製作的教材簡報作為依據進行訪談，藉以了解教師在選擇資訊時的判斷標準與常見之搜尋行為。
主要研究結果發現，小學教師在網路知識觀的「不確定性」、「複雜性」與「自我來源性」的分數較低，在「判斷性」上的得分較高。代表小學教師認為網路是一個能提供正確且詳細資訊的知識來源，但在接受網路上的知識之前必須要仔細檢驗。另外，他們不僅具備較高的資訊判斷自我效能，同時也傾向採用多元混合的資訊判斷標準和綜合推論的搜尋策略。
從模式競爭的結果中發現，資訊判斷自我效能在網路知識觀和網路判準之間扮演著部分中介的角色。而後續的路徑分析顯示傾向認為網路上擁有較正確知識的教師較常使用權威與社會性訊息作為判斷正確與否的標準；而網路資訊的技術性特徵也會影響小學教師決定其是否有用的關鍵準則。同時，傾向認為網路訊息需要驗證才能接受的教師擁有較高的資訊判斷自我效能，也偏向運用多種資訊判準；擁有較高的資訊判斷自我效能的教師同樣偏向運用多種資訊判準。
而從教師的實際搜尋任務的行為分析與訪談結果中可以比較出不同自我效能和不同知識觀的教師在網路搜尋行為上的差異，高自我效能的教師能使用精熟的搜尋技巧，能比較不同網站的資訊之後，再自行編輯出教材內容。而低自我效能的教師則是太過依賴搜尋引擎所提供的教學資訊，甚至未曾網路資訊的真假，而且編輯教材的行為主要以剪貼網站的內文再編輯。擁有成熟知識觀的教師則是在搜尋引擎與搜尋結果中持續搜尋多元資料，而擁有較不成熟的網路知識觀的教師同樣有以剪貼為主的編輯行為。

Recently, the Internet has become the main source when teachers searching information for teaching. This study investigated Taiwanese elementary school teachers’ Internet-specific epistemic beliefs (ISEB), source evaluation self-efficacy (SESE), information commitments (ICs), and their searching behaviors when they searching online information for instruction. The current study contained two parts. In the first part, quantitative data were collected from 479 elementary school teachers by utilizing three self-reported instruments: Internet-specific epistemic beliefs questionnaire (ISEQ), source evaluation self-efficacy survey (SESES), and information commitments survey (ICS). The results found that the teachers tended to believe that the Internet contains certain and detailed specific information, and they also held the beliefs about the online information should be justified. Moreover, the interplay among the three construct were explored. The results of SEM competing models revealed that the teachers’ SESE played as a partial mediator on their interrelations between the ISEB and ICs.
In the following path analysis, the teachers who tended to believe that the Internet contains accurate knowledge preferred to adopt information from authoritative and social networking websites. Except content of the information, the technical factors were also crucial issues for the teachers when they considered the usefulness of online information. The teachers’ justification of knowing played an important role on their SESE and ICs. Moreover, the higher SESE the teachers had, the more advance ICs they possessed.
The second part of the study invited 20 representative participants based on their score of the SESES. Two groups (high SESE group and low SESE group) contains 10 participants respectively. The participants were required to conduct a practical searching task. They made an instructional slide for 10-minutes short talk about the topic of genetically modified food by searching the information on the Internet. The searching processes were video-recorded and transcribed into behaviors codes. The results of lag sequential analysis and interview revealed that High SESE teachers possessed experienced searching skills, and tended to compare the accuracy of information from different websites. On the contrary, the Low SESE teachers mainly surfed the websites suggested by search engine, and even without question the credibility of online information. Their instructional slides mainly came from their copying and pasting from the Internet. Meanwhile, the teachers with mature ISEB tended to search instructional information from multiple sources, while the teachers with less mature ISEB also preferred to adopt “copy and paste” strategy to make their instructional slides.

CHAPTER I Introduction	1
I.1. Background of the study	1
I.2. Outline of the study	9
I.3. Research questions	11
I.3.1. General research question	11
I.3.2. Specific research questions	11
CHAPTER II Literature review	13
II.1. From the epistemic beliefs to the Internet-specific epistemic beliefs	13
II.1.1. A brief introduction of epistemic beliefs	13
II.1.2. The epistemic beliefs on the era of the Internet	15
II.1.3. The development of Internet-specific epistemic beliefs research	17
II.1.4. The significance of ISEB on Internet-based learning activities	20
II.1.5. The influences of ISEB on the process of online information searching	23
II.1.6. The requirement of investigating teachers’ epistemic beliefs	25
II.1.7. Teachers’ epistemic beliefs on the age of the Internet	27
II.2. A specific self-efficacy of evaluating information on the Internet	29
II.2.1. The conceptualization of self-efficacy in an information era	29
II.2.2. Teachers’ self-efficacy on the Internet-based learning context	30
II.2.3. Specifying source evaluative self-efficacy from ISE	32
II.2.4. The possible role of SESE on information searching behaviors	33
II.3. Information Commitments	35
II.3.1. Conceptualizing information commitments	35
II.3.2. The needs for extending the information commitments framework	40
II.3.3. The possible relationships between ISEB and ICs	43
II.4. Three candidate models of the relationships among ISEB, SESE, and ICs	46
CHAPTER III METHODOLOGY	48
III.1. General Research Design	48
III.2. Participants	51
III. 3. The Instruments for the First Part of the Study	52
III.3.1. Internet-Specific Epistemic Questionnaire (ISEQ)	52
III.3.2. Information Commitment Survey (ICS)	54
III.3.3 Source evaluation self-efficacy Scale (SESES)	57
III.4. The Data Analysis for the First part of the Study	58
III.5 The Data Collections and Analyses for the Second part of the Study	59
III.5.1 Practical searching task	59
III.5.2. The interview about their evaluative standards and searching behaviors	63
CHARPTER VI RESULTS	65
VI.1. Teachers’ Internet-specific epistemic beliefs derived from Internet-specific epistemic beliefs questionnaire (ISEQ)	65
VI.1.1. The exploratory factor analysis of ISEQ	65
VI.1.2. The confirmatory factor analysis of the ISEQ	67
VI.2 Teachers’ Source Evaluation Self-Efficacy Survey (SESES)	68
VI.2.1 The exploratory factor analysis of SESES	68
VI.2.2 The confirmatory factor analysis of SESES	69
VI.3 Teachers’ Information Commitments obtained from Information Commitment Survey (ICS)	71
VI.3.1. The exploratory factor analysis of ICS	71
VI.3.2. The confirmatory factor analysis of ICS	73
VI.4 The Teachers’ Response on the ISEQ, ICS, and SESES	76
VI.4.1. The descriptive results of the three instruments	76
VI.4.2. The relations between the teachers’ responses on the ISEQ and the ICS	78
VI.4.3. The relations of teachers’ response on the SESES with the ISEQ and the ICS	80
VI.5. The examination and analysis of the three candidates models	81
VI.5.1. Comparisons of the three candidate models	81
VI.5.2. Path analysis of the best-fit model	83
VI.6 Exploring teachers’ behavioral patterns in terms of different levels of SESE	86
VI.6.1 Identifying high SESE teachers’ online searching behavioral patterns	86
VI.6.2 Identifying low SESE teachers’ online searching behavioral patterns	88
VI.8 The teachers’ online searching behaviors from the interview	105
VI.8.1 Evaluative standards used in the teachers’ slides	105
VI.9 Substantial online searching behavior emerged from the interview	108
CHAPTER V DISCUSSION AND IMPLICATIONS	125
BIBLIOGRAPHY	138
APPENDICES	143
Appendix A: Internet-specific Epistemic Beliefs Questionnaire (ISEQ)	143
Appendix B: Information Commitments Survey (ICS)	144
Appendix C: Source Evaluation Self-Efficacy Survey (SESES)	147

                                

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