建構主義在科學教育上的應用
The Practice of Constructivism in Science Education
| 節 | 週五 |
|---|---|
3 10:10–11:00 | 建構主義在科學教育上的應用 HA218 2 節連堂 |
4 11:10–12:00 |
* 根據陽明交大上課時間表所列
1. to explore constructivist theories of knowledge and learning, and how these theories can apply to science education practice 2. to engage in fruitful discussions and reflection about science teaching and learning based on constructivist ideas 3. to articulate logical, critical and analytical ideas in a written form 4. to learn to construct a review of literature in a self-selected topic relating to classroom instruction
A science-related undergraduate degree is required for attending this course.
**Important Notice: The classes on Sept. 22 and Dec. 1 will be rescheduled due to important meetings that the teacher needs to attend. **
1. attendance and participation (25%) 2. mid-term exam (20%) 3. two reflective essays (25%): choosing two readings to write for each a reflective essay (A4, 2-3 pages, PDF file) 4. end-term assignment (30%) : report of literature review (an oral presentation + a written report)
| 週次 | 主題 |
|---|---|
| 第 1 週 | Introduction |
| 第 2 週 | Glossary of important terms (Gunstone, 2015: "Constructivism") [to be rescheduled] |
| 第 3 週 | Glossary of important terms (Gunstone, 2015: "Constructivism") |
| 第 4 週 | Theoretical basis of constructivism: personal constructivism (Fosnot, 2013, chapter 2) |
| 第 5 週 | Guest speech (Professor Dietmar Hoettecke, University of Hamburg, Germany) |
| 第 6 週 | Theoretical basis of constructivism: social constructivism (Fosnot, 2013, chapter 2) |
| 第 7 週 | Constructivism in science and science education (Nola, 1998) |
| 第 8 週 | The practice of constructivism: the teachers' perspective (Prawat, 1992) |
| 第 9 週 | Meaningful learning and concept mapping (Novak, 2010, chapter 3) |
| 第 10 週 | The role of the learning environment (Aldridge et al., 2000) **submitting first essay |
| 第 11 週 | Mid-term exam |
| 第 12 週 | Example of review article: Inquiry-based teaching and learning (Minner et al., 2010) [to be rescheduled] |
| 第 13 週 | Students' alternative conceptions and conceptual change (Palmer, 2001) |
| 第 14 週 | Problem-based teaching and learning (Wong & Day, 2009) |
| 第 15 週 | Indigenous knowledge (Ninnes, 2000) |
| 第 16 週 | PISA and scientific literacy (Bybee & McCrae, 2011) **submitting second essay |
| 第 17 週 | Presentations |
| 第 18 週 | Presentations **submitting end-term report |
Aldridge, J. M., Fraser, B. J., Taylor, P. C., & Chen, C.-C. (2000). Constructivist learning environments in a crossnational study in Taiwan and Australia. International Journal of Science Education, 22(1), 37-55. Bybee, R., & McCrae, B. (2011). Scientific Literacy and Student Attitudes: Perspectives from PISA 2006 science. International Journal of Science Education, 33(1), 7-26. Fosnot, C. T. (2013). Constructivism: Theory, perspectives, and practice: Teachers College Press. Gunstone, R. (ed.)(2015). Encyclopedia of Science Education. Dordrecht : Springer Netherlands. (e-book) Havu‐Nuutinen, S. (2005). Examining young children's conceptual change process in floating and sinking from a social constructivist perspective. International Journal of Science Education, 27(3), 259-279. Keogh, B., & Naylor, S. (1999). Concept cartoons, teaching and learning in science: an evaluation. International Journal of Science Education, 21(4), 431-446. Minner, D. D., Levy, A. J., & Century, J. (2010). Inquiry-based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002. Journal of Research in Science Teaching, 47(4), 474-496. Ninnes, P. (2000). Representations of indigenous knowledges in secondary school science textbooks in Australia and Canada. International Journal of Science Education, 22(6), 603-617. Nola, R. (1998). Constructivism in Science and Science Education: A Philosophical Critique. In M. R. Matthews (Ed.), Constructivism in Science Education: A Philosophical Examination (pp. 31-59). Dordrecht: Springer Netherlands. Novak, J. D. (2010). Learning, creating, and using knowledge: Concept maps as facilitative tools in schools and corporations: Routledge. Palmer, D. (2001). Students' alternative conceptions and scientifically acceptable conceptions about gravity. International Journal of Science Education, 23(7), 691-706. Prawat, R. S. (1992). Teachers' Beliefs about Teaching and Learning: A Constructivist Perspective. American Journal of Education, 100(3), 354-395. von Glaserfeld, E. (1993). Questions and answers about radical constructivism. In K. Tobin (Ed.), The practice of constructivism in science education (pp. 23-38). Washington: AAAS Press. Wong, K. K. H., & Day, J. R. (2009). A comparative study of problem-based and lecture-based learning in junior secondary school science. Research in Science Education, 39(5), 625-642.
- 地點
- HA202A
- 時間
- Thursday 15:00-17:00
- 聯絡方式
- Mobile:0978080276 email: shuchiuliu@nctu.edu.tw