網路化科學學習

This course aims to introduce the theories and application of science learning by adopting the web-based approach. The content of this course includes the theories of science education, the technologies and the environment of web-based learning, as well as instructing students on how to design, implement, and evaluate web-based science learning lessons. Students in the course will be learned: (1) Understand the theories of science learning and motivation. (2) Understand the theories and practices of curriculum design to apply web-based science learning. (3) Adopt web-based tools to design a web-based science learning course. (4) Develop the ability to evaluate the effectiveness of web-based science learning courses.

1.This course requires the students having some experience in teaching science in order to design and build the web-based science learning course for middle school students. 2.The students taking the course are encouraged to speak English for group discussions, paper presentations, and demonstration of the web-based science learning course.

1. Lecture 2. Group discussions 3. Practice & Exercises

1. Class participation 15% 2. Small group discussion and sharing15% 3. Group paper presentation 20% 4. Design a science learning website 20% 5. Design a popular science video 30%

1.Arici, F., Yildirim, P., Caliklar, Ş., & Yilmaz, R. M. (2019). Research trends in the use of augmented reality in science education: Content and bibliometric mapping analysis. Computers & Education, 142, 103647. 2.Chen, S. C., Hsiao, M. S., & She, H. C. (2015). The effects of static versus dynamic 3D representations on 10th grade students' atomic orbital mental model construction: Evidence from eye movement behaviors. Computers in Human Behavior, 53, 169-180. 3.Cheng, M. T., Su, T., Huang, W. Y., & Chen, J. H. (2014). An educational game for learning human immunology: What do students learn and how do they perceive?. British Journal of Educational Technology, 45(5), 820-833. 4.Cohen, A., & Holstein, S. (2018). Analysing successful massive open online courses using the community of inquiry model as perceived by students. Journal of Computer Assisted Learning, 34(5), 544-556. 5.Davidson-Shivers, G. V., Rasmussen, K. L., & Lowenthal, P. R. (2018). Web-based learning: Design, implementation, and evaluation (2nd ed.). Upper Saddle River, NJ: Springer. 6.Edelson, D. C. (2001). Learning‐for‐use: A framework for the design of technology‐supported inquiry activities. Journal of Research in Science Teaching, 38(3), 355-385. 7.Horwitz, P., Gobert, J. D., Buckley, B. C., & O’Dwyer, L. M. (2010). Learning genetics with dragons: From computer-based manipulatives to hypermodels. In M. J. Jacobson & P. Reimann (Eds.), Designs for learning environments of the future: International perspectives from the learning sciences (pp. 61–87). NY: Springer. 8.Linn, M. C., Clark, D., & Slotta, J. D. (2003). WISE design for knowledge integration. Science education, 87(4), 517-538. 9.Linn, M. C., & Eylon, B. S. (2011). Science learning and instruction: Taking advantage of technology to promote knowledge integration. NY: Routledge. Ch7 10.Urhahne, D., Schanze, S., Bell, T., Mansfield, A., & Holmes, J. (2010). Role of the teacher in computer‐supported collaborative inquiry learning. International Journal of Science Education, 32(2), 221-243. 11.Wu, H. K., Krajcik, J. S., & Soloway, E. (2001). Promoting understanding of chemical representations: Students' use of a visualization tool in the classroom. Journal of research in science teaching, 38(7), 821-842.

時間

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聯絡方式

e-mail: sengechen@nctu.edu.tw