Volume 62 No.1 - 2016-03-31

Topical Trends and Issues of Dissertations and Theses from the Graduate Programs of Information Education in Taiwan

資訊教育系所學位論文研究趨勢與課題：2004～2013學年的文獻計量分析

Author：
Yu-Shen Fang, Lung-Sheng Lee / 方瑀紳、李隆盛
Keyword：
12-year basic education, co-word analysis, technology education, technology learning area, meta-analysis / 十二年國教、共詞分析、科技教育、科技領域、統合分析
  • Summary
  • Chinese Summary
  • Reference
  • Scholarly references
In the “Directions Governing for the 12-Year Basic Education Curricula” promulgated by the Ministry of Education in November 2014, the new learning area “Technology” is comprised of courses “Living Technology (LT)” and “Information Technology (IT).” This study used co-word analysis of bibliometrics to analyze the evolution directions and knowledge orientation of the research topics of the dissertations and theses from the information education graduate programs in Taiwan and completed in the last decade (2004~2013 academic years). Keywords from 992 dissertations and theses in National Digital Library of Theses and Dissertations in Taiwan served as the subject of this study. The results show: (1) The number of dissertations and theses significantly declined; (2) Research topical focuses changed from universal e-learning to e-learning and its instructional design; (3) The primary research topics are information education, and secondary technical-oriented information technology; (4) The co-word network maps indicate the lack of closeness between clusters and inter-nodes, which means that it is not well-structured between research focuses; and (5) The research topics completed do not concern themselves properely with teacher’s professional development and information technology literacy.
教育部2014年11月發布之《十二年國民基本教育課程綱要總綱》，已將中小學「生活科技」和「資訊科技」學科歸在新增的「科技」領域。鑑於大學教育系所的學位論文常是對應中小學教育其學科或領域的基礎或應用研究，本研究採文獻計量分析法，針對「臺灣博碩士論文知識加值系統」中資訊教育系所近10年間（2004∼2013學年），合計992篇博碩士學位論文的關鍵字詞做為研究對象，探究國內資訊教育學位論文之研究趨勢與課題，結果發現：一、數量有明顯下滑現象；二、研究主題由原本著重廣泛的數位學習朝向數位學習與教學設計；三、研究主題範圍以資訊教育為主，技術取向的資訊科技為次；四、共詞網絡圖譜呈現領域集群與節點間緊密不足，即研究重點有不夠結構化現象；五、研究主題尚未適切關注教師專業發展和資訊科技素養。

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