科學學習心理學研究

(一) 瞭解科學學習心理學的基本理論與實務教學應用。 (二) 瞭解影響概念改變研究的理論。 (三) 瞭解認知科學與概念改變與發展相關研究。 (四) 瞭解類比、後設認知、問題解決與科學學習。 (五) 瞭解概念改變教學策略與科學學習環境並進而促進學生科學學習與概念改變。 (六) 能撰寫促進科學概念發展與改變之教學研究報告。

1、 講授2、小組討論3、修課同學口頭報告

期中考: 30% 期末口頭報告 1. 8個主題任選一篇 25% (6/03、6/10、6/17) 2. 投影片 5% (6/24截止) 3. 主題重點整理和評析寫成兩頁短paper 20% (6/24截止) 平時成績: 20%

Papers 1. Borkowski, J. G. (1996). Metacognition: Theory or chapter heading? Learning and Individual Differences.8(4), 391-402. 2. Driver, R., Newton, P. & Osborne. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84, 287-312. 3. Harrison, A. G. & Treagust, D. F. (1993). Teaching with analogies: a case study in grade-10 optics. Journal of Research in Science Teaching, 30(10), 1291-1307. 4. Osborne, J., Erduran, S., & Simon, S. (2004). Enhancing the quality of argumentation in science classrooms. Journal of Research in science Teaching, 41(10), 944-1020. 5. She, H.C., Cheng, M. T., Li, T. W., Wang, C.Y., Chiu, H.T., Lee, P.Z., Chou, W.C., Chuang, M.H., (2012). Web-based Undergraduate Chemistry Problem-Solving: the interplay of task performance, domain knowledge and web-searching strategies. Computers & Education, 59, 750-761. 6. 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. 7. Yeh, K.H. & *She, H.C. (2010). On-line Synchronous Scientific Argumentation Learning: Nurturing Students’ Argumentation Ability and Conceptual Change in Science Context. Computers & Education, 55(2), 586-602. Books 1. Gentner, D. & Stevens, A. L. (1983): Mental Models (Lawrence Erlbaum:Hillsdale, NJ). -Chapter 1: Some observations on mental models 2. Hoffman, R. R. & Palermo, D. S.(1991). Cognition and the Symbolic Processes: Applied and Ecological Perspectives. Lawerence Erlbaum Associates Publishers. -Chapter 14: Children’s theories vs. scientific theories: difference in reasoning or difference in knowledge? 3. Lawson, A. E. (2003). The Neurological Basis of Learning, Development and Discovery. London: Kluwer Academic Publishers. -Chapter 7: Intellectual development during the college years: is there a fifth stage? 4. Perner, J. (1991). Understanding the representational mind. Cambridge, MA: MIT Press. -Chapter 2: The concept “representation” 5. Sternberg, R. J. (2003). Cognitive psychology (6th edition). Thomson Wadsworth publisher. -Chapter 4: Attention and consciousness; -Chapter 5: Memory: models and research methods; -Chap 11: Problem Solving and Creativity 6. Vosniadou, S., Ortony, A. (1989). Similarity and Analogical Reasoning. Cambridge University Press. -Chapter 7: The mechanisms of analogical learning 口頭報告主題(任選一個): 1. Chi, M. T. H., Slotta, J. D. & Leeuw, N. D. (1994). From Things to Processes: A Theory of Conceptual Change for Learning Science Concepts. Learning and Instruction, 4, 27-43. 2. Erduran, S. & Jiménez-Aleixandre, M.P. (2007). Argumentation in Science Education -Chapter 1:Argumentation in Science Education: An Overview.(pp.3-27) 3. Erduran, S. & Jiménez-Aleixandre, M.P. (2007). Argumentation in Science Education -Chapter 3: Methodological Foundations in the Study of Argumentation in Science Classrooms. (pp.47-69) 4. Gilbert, J. K. & Boulter, C. (2000). Developing Models in Science Education -Chapter 6: Investigating the Role of Representations and Expressed Models in Building Mental Models.(pp.119-135) 5. Gilbert, John K. & Boulter, C. (2000). Developing Models in Science Education -Chapter 11: Teaching with Historical Models. (pp.209-226) 6. Schnotz, W., Vosniadou, S. & Carretero, M. (1999). New Perspectives on Conceptual Change. Amsterdam: Pergamon Press. -Chapter 3: Motivational beliefs as resources for and constraints in conceptual change 7. Sinatra, G. M. & Pintrich, P. R. (2002). Intentional Conceptual Change. NJ: Lawrence Erlbaum Associates. -Chapter 1: The Role of Intentions in Conceptual Change Learning. 8. Thagard, P. (1992) Conceptual Revolutions. Princeton, NJ, US: Princeton University Press. -Chap 3: Conceptual change