臺北市國小高年級學童資訊倫理認知表現及數位說故事對其資訊倫理之成效研究

A Study of Information Ethics Cognitive Performance of Senior Grade Students of Taipei City and the Effect of Digital Storytelling Strategy on Information Ethics

隨著電腦普及和資訊教育推動，資訊科技成為國小學童生活與學習的重要工具，但數位環境充斥許多危機，唯有透過資訊倫理教育才能從小建立正確觀念及資訊使用方式，成為良好數位公民。本研究分二階段探討國小資訊倫理教育，第一階段以臺北市高年級2,277位學童為對象，分析學童在資訊倫理認知表現，研究結果顯示，學童在網路隱私、網路交友、個資保護等認知表現較佳，在網站識讀、智慧分享、病毒防護等表現較弱，且六年級認知表現優於五年級，女生認知表現優於男生。第二階段以五年級111位學生為對象進行準實驗研究，實驗組接受數位說故事及資訊倫理融入電腦課程教學，控制組接受資訊倫理融入電腦課程教學，實驗組與控制組學習教材都使用「臺北市政府教育局資訊素養與倫理網站」。研究結果顯示，實驗組在資訊倫理認知表現及資訊倫理態度皆顯著優於控制組學童。

The purposes of this study were to investigate the information ethics cognitive performance of fifth and sixth graders in Taipei city, and to examine the impact of applying digital story-telling strategy in computer course on their information ethics cognitive and attitudes. The results showed that the sixth graders performed better than the fifth graders, and the girls performed better than the boys. The experimental group who received story-telling strategy performed better than the control group significantly.