科學教育研究
Research in Science Education
| 節 | 週一 |
|---|---|
3 10:10–11:00 | 科學教育研究 HA218 2 節連堂 |
4 11:10–12:00 |
* 根據陽明交大上課時間表所列
1. 瞭解科學教育的的理論、實務、與研究。 2. 學會如何設計九年一貫自然與生活科技整合課程並應用教學。 3. 經由瞭解科學教學的理論進而促進學生科學學習與概念改變。 4. 能應用各種所學的課程、教學、學習理論與研究於實務教學。 5. 培養科學教育相關研究能力。
科學教育主題研究: 1. 探究報告(1.Literatcere review 2.教學設計) 25% 01/15 2. 交兩篇期刊論文 12/27 3. 探究教學 20% 12/25 報告規定: 期中考 Open Book 15% 11/20 期末考 Open Book 15% 01/08 課程參與 25%
| 週次 | 主題 |
|---|---|
| 第 1 週 | 課程介紹 |
| 第 2 週 | 科學教育的本質與科學哲學觀--翁秀玉、段曉林(1997);張鳳琴(1994) |
| 第 3 週 | 科學學習理論--Wadsworth, B.J.(1976), ch2 |
| 第 4 週 | 建構主義的教學與學習--郭重吉(1992) |
| 第 5 週 | 國慶日彈性放假 |
| 第 6 週 | 學生迷思概念的探討-- 熊昭弟等 (1995), ch.4, 5, 6, 8 |
| 第 7 週 | 科學概念改變與重建--熊昭弟等 (1995), ch3; Strike, K. A., & Posner, G. J. (1985) |
| 第 8 週 | 雙重情境學習模式-- (Dual Situated Learning Model) She, H.C. (2002), (2004) |
| 第 9 週 | 期中考 |
| 第 10 週 | 探究式科學學習--Leslie W. Trowbridge& Rodger W. Bybee (1996), ch12 |
| 第 11 週 | 概念圖的理論與教學--Novak & Govin (1998), ch 2 |
| 第 12 週 | 類比與科學教學--Novak (1998), ch 7 *(交探究期刊論文兩篇) |
| 第 13 週 | 科學社會性議題(SSI) 、PISA與科學素養--OECD (2016, Volume I);佘曉清, 林煥祥(2017), ch2. |
| 第 14 週 | 網路科技與科學學習--She, H. C. & Liao, H.C. (2010); Daniel C. Edelson (2001); Cheng, Lin, & She, (2015) |
| 第 15 週 | 多媒體與科學學習--She, H. C. & Chen(2009) |
| 第 16 週 | 探究教學--學生報告 |
| 第 17 週 | 元旦 |
| 第 18 週 | 期末考 |
張鳳琴(1994). 孔恩—哲學觀與我國科學教育的省思,科學教育月刊,第175期,P8-16。 翁秀玉、段曉林(1997). 科學本質在科學教育上的啟示與作法,科學教育月刊,第201期,p2-15。 郭重吉(1992). 從建構主義的觀點探討中小學數理教學的改進。科學發展月刊,20卷5期,548~570。 熊昭弟等 (1995). 科學學習心理學, 心理出版社。 佘曉清, 林煥祥(2017). 台灣學生科學素養的表現。PISA 2015臺灣學生的表現(第二章,頁23-80)。臺灣:心理出版社。 Bybee, R. W. & Sund, R. B. (1982). Piaget for Educators (2ndEd). Columbus: A Bell & Howell Company. (ch1、2). Cheng, M.T., Lin, Y. W., She, H.C. (2015).Learning through playing Virtual Age: Exploring the interactions among student concept learning, gaming performance, in-game behaviors, and the use of in-game characters. Computers & Education, 86, 18-29. Daniel C. Edelson (2001). Learning-for-use: A framework for the design of technology-supported inquiry activities. Journal of Research in Science Teaching, V38(3), 355-385. Leslie W. Trowbridge & Rodger W. Bybee (1996). Becoming a Secondary School Science Teacher. Ch12,pp.175-183. Novak, J. (1998). Teaching Science For Understanding: A human constructivist view. Academic press.Novak, J.D. & Bowin, B.D. (1998). Learning how to learn. Cambridge University press. (ch2) Novak, J. (1998). Teaching Science For Understanding: A human constructivist view . Academic press. (ch. 7) OECD (2016). PISA 2015 Results (Volume I): Excellence and Equity in Education. PISA, OECD Publishing, Paris. DOI: http://dx.doi.org/10.1787/9789264266490-en She, H.C. (2004). Fostering “Radical” conceptual change through Dual Situated Learning Model. Journal of Research in Science Teaching, 41 (2), 142-164. She, H.C. (2002). Concepts of higher hierarchical level required more dual situational learning events for conceptual change: A study of students’ conceptual changes on air pressure and buoyancy. International Journal of Science Education, 24(9), 981-996. She, H.C. & Chen, Y.Z. (2009). The Impact of Multimedia Effect on Science Learning: Evidence from Eye Movements. Computers & Education, 53, 1297-1307. She, H.C. & Liao, Y.W. (2010). Bridging Scientific Reasoning and Conceptual Change through Adaptive Web-based Learning. Journal of Research in Science Teaching, 47(1), 91-119. Strike, K. A., & Posner, G. J. (1985). A conceptual change view of learning and understanding, In L. H. T. West & A. L. Pines (Eds), Cognitive structure and conceptual change. Orlando, Fl: Academic press.. Wadsworth, B.J.(1976). Piaget's theory of cognitive development: an introduction for students of psychology and education. Longman Group United Kingdom press. (ch 2)