資訊科技在科學學習的應用

This course aims to introduce the theories and application of science learning by adopting the information technology approach. The content of this course includes the theories of science education, the technologies and the environment of information technology, as well as instructing students on how to design, implement, and evaluate 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 designing science learning by information technology. (3) Adopt information technology tools to design a science learning course. (4) Develop the ability to evaluate the effectiveness of science learning courses by information technology.

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

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

Book 1.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. 2.Kurni, M., Mohammed, M. S., & Srinivasa, K. G. (2023). A beginner's guide to introduce artificial intelligence in teaching and learning. Springer Nature. Paper 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.

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聯絡方式

e-mail: sengechen@nycu.edu.tw