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.
1. attendance and participation (30%) 2. mid-term report (20%) 3. oral presentation (25%) 4. end-term report (25%) : report of literature review
| 週次 | 主題 |
|---|---|
| 第 1 週 | Introduction |
| 第 2 週 | Glossary of important terms (Taylor, 2015: "Constructivism") |
| 第 3 週 | Glossary of important terms (Osborne, 2015: "Constructivism: Critiques") |
| 第 4 週 | Theoretical basis of constructivism: personal constructivism (Fosnot, 2013, chapter 2) |
| 第 5 週 | Theoretical basis of constructivism: social constructivism (Fosnot, 2013, chapter 2) |
| 第 6 週 | The call for constructivism (Brooks & Brooks, 1999: Ch1-3) |
| 第 7 週 | Guiding principles of constructivism (Brooks & Brooks, 1999: Ch4-6) |
| 第 8 週 | Guiding principles of constructivism (Brooks & Brooks, 1999: Ch7-8) |
| 第 9 週 | Becoming a constructive teacher (Brooks & Brooks, 1999: Ch9) |
| 第 10 週 | Example of review article: Inquiry-based teaching and learning (Minner et al., 2010) |
| 第 11 週 | Mid-term exam: mid-term report |
| 第 12 週 | Problem-based teaching and learning (Wong & Day, 2009) **submitting mid-term report |
| 第 13 週 | Meaningful learning and concept mapping (Novak, 2010, chapter 3) |
| 第 14 週 | Students' alternative conceptions and conceptual change (Dole, 1998) |
| 第 15 週 | The role of the learning environment (Aldridge et al., 2000) |
| 第 16 週 | Teachers' views about constructivism (Tsai, 2002) |
| 第 17 週 | Presentations |
| 第 18 週 | Presentations **submitting end-term report |
1. 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. 2. Brooks, J.G., & Brooks, M.G. (1999). In search of understanding: The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. 3. Dole, J. A., & Sinatra, G. M. (1998). Reconceptalizing change in the cognitive construction of knowledge. Educational psychologist, 33(2-3), 109-128. 4. Fosnot, C. T. (2013). Constructivism: Theory, perspectives, and practice: Teachers College Press. 5. Kang, S., Scharmann, L. C., & Noh, T. (2004). Reexamining the role of cognitive conflict in science concept learning. Research in Science Education, 34(1), 71-96. 6. 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. 7. Novak, J. D. (2010). Learning, creating, and using knowledge: Concept maps as facilitative tools in schools and corporations: Routledge. 8. Osborne J. (2015) Constructivism: Critiques. In: Gunstone R. (eds) Encyclopedia of Science Education. Springer, Dordrecht. 9. Taylor P.C. (2015) Constructivism. In: Gunstone R. (eds) Encyclopedia of Science Education. Springer, Dordrecht. 10. Tsai, C.-C. (2002). Nested epistemologies: Science teachers' beliefs of teaching, learning and science. International Journal of Science Education, 24, 771-783 11. 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.
- 時間
- Thursday 15:00-17:00
- 聯絡方式
- email: tlp.edu@gmail.com