科學教育專題研究-認知多媒體研究
Special Topics in Science Education
| 節 | 週一 |
|---|---|
5 13:20–14:10 | 科學教育專題研究-認知多媒體研究 HA218 |
* 根據陽明交大上課時間表所列
(一) 從文獻中發展出具有開創性潛力的認知多媒體與科學教育研究結合議題 (二) 閱讀文獻、綜合整理發展出新的理論架構的能力。 (三) 發展設計認知多媒體於科學概念認知歷程實驗的能力。 (四) 發展執行研究、收集資料、分析質與量資料的能力。 (五) 發展出詮釋資料結果的能力。 (六) 發展撰寫國際SSCI期刊的能力進而發表之。
1. 講授 2、小組討論 3、修課同學口頭報告
期中考: hand in project title for final report 5% 10/30 報告: Individual project 40% 1/10 Oral report of one topic 35% 平時成績 20%
| 週次 | 主題 |
|---|---|
| 第 1 週 | 課程介紹 |
| 第 2 週 | The promise of multimedia learning--Mayer, R.E. (2003), chapter 1 |
| 第 3 週 | Dual coding theory--Paivio, A. (1986), chapter4 |
| 第 4 週 | A cognitive theory of multimedia learning--Mayer, R.E. (2003), chapter 3 |
| 第 5 週 | 國慶日連假 |
| 第 6 週 | Modality principle--Mayer, R.E. (2003), chapter 8 |
| 第 7 週 | The split-attention effect as a factor in the design of instruction --Chandler, P., & Sweller, J. (1992). |
| 第 8 週 | 期中考 |
| 第 9 週 | Working Project |
| 第 10 週 | On the relation between dual coding and mental models in graphics comprehension --Schnotz & Bannert (2003) |
| 第 11 週 | Coherence principle --Mayer, R.E. (2003), chapter 7 |
| 第 12 週 | Spatial contiguity principle--Mayer, R.E. (2003), chapter 5 |
| 第 13 週 | Temporal contiguity principle--Mayer, R.E. (2003), chapter 6 |
| 第 14 週 | Redundancy principle--Mayer, R.E. (2003), chapter 9 |
| 第 15 週 | Paper Report --Lai, & She et.al.(2012)、Chen & She, et.al.(2014) |
| 第 16 週 | Paper Report --She & Chen (2009) |
參考書目: Journal: 1. Chandler, P., & Sweller, J. (1992). The split-attention effect as a factor in the design of instruction. British Journal of Educational Psychology, 62, 233–246. 2. Schnotz, W. (1993). On the relation between dual coding and mental models in graphics com- prehension. Learning & instruction, 3, 247–249. 3. Chen, S. C., *She, H. C., Chuang M. H., Wu, J. Y., Tsai, J. L. & Jung, T.P. (2014). Eye movements predict students' computer-based assessment performance of physics concepts in different presentation modalities. Computers & Education, 74, 61-72. 4. 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. 5. *She, H. C. & Chen, Y.Z. (2009). The Impact of Multimedia Effect on Science Learning: Evidence from Eye Movements. Computers & Education, 53(4), 1297-1307. 6. Lai, K., *She, H. C., Chen, S.C., Chou, W.C., Huang, L.Y., Jung, T.P., Gramann, K. (2012). Encoding of physics concepts: Concreteness and presentation modality reflected by human brain dynamics. PLoS ONE, 7(7): e41784. Book: 7. Mayer, R.E. (2003). Multimedia Learning. New York, Cambridge University Press. 8. Paivio, A. (1986). Mental Representations (chapter 4, pp.53-83). New York: Oxford University Press.