數理教育研究

1. 瞭解科學/數學教育的理論、實務、與研究。 2. 學會如何設計自然與生活科技領域/數學領域課程並應用於實務教學。 3. 經由瞭解科學/數學教學理論進而促進學生學習與概念改變。 4. 能應用各種所學的課程、教學、學習理論與研究於實務教學。 5. 培養科學/數學教育相關研究能力。

對於科學教育與數學教育有基礎認識的學生

(1)陽明交大圖書館電子資料庫 (2) EBSCOhost (3) ERIC

(1)課堂出席 15% (2)課堂參與討論 20% (3)期中查詢參考文獻 10% (4)文獻口頭報告 25% (5)期末考 30%

科學教育  張鳳琴(1994)。孔恩—哲學觀與我國科學教育的省思,科學教育月刊,175,8-16。  翁秀玉、段曉林(1997)。科學本質在科學教育上的啟示與作法,科學教育月刊,201,2-15。038119970002010002 -  郭重吉(1992)。從建構主義的觀點探討中小學數理教學的改進。科學發展月刊,20(5),548~570。  熊召弟、王美芬、段曉林及熊同鑫(1995)。科學學習心理學。心理出版社。  佘曉清、林煥祥(2017)。臺灣學生科學素養的表現。佘曉清 & 林煥祥 (主編), PISA 2015臺灣學生的表現(第二章,23-80)。臺灣:心理出版社。  OECD. (2016). PISA 2015 results (Volume I): Excellence and equity in education. OECD Publishing. https://doi.org/10.1787/9789264266490-en  Novak, J. D. (1998). Teaching science for understanding: A human constructivist view (Chapter 7). Academic Press.  She, H. C. (2002). Concepts of higher hierarchical level require more dual situational learning events for conceptual change: A study of students’ conceptual changes on air pressure and buoyancy. International Journal of Science Education, 24(9), 981–996.  She, H. C. (2004). Fostering “radical” conceptual change through the dual situated learning model. Journal of Research in Science Teaching, 41(2), 142–164.  Strike, K. A., & Posner, G. J. (1985). A conceptual change view of learning and understanding. In L. H. T. West & A. L. Pines (Eds.), Cognitive structure and conceptual change. Orlando, FL: Academic Press.  Trowbridge, L. W., & Bybee, R. W. (1986). Becoming a secondary school science teacher (Chapter 12, pp. 175–183). [Publisher information not provided].  Wadsworth, B. J. (1976). Piaget's theory of cognitive development: An introduction for students of psychology and education. Longman Group UK. 數學教育  秦爾聰、劉致演、尤昭奇(2015)。探討七年級學生在以臆測為中心的數學探究教學脈絡下其數學素養展現情形。臺灣數學教師,36(1),1-16。  劉柏宏(2016)。從數學與文化的關係探討數學文化素養之內涵─理論與案例分析。臺灣數學教育期刊,3(1),55-83。  Cobb, P., Jaworski, B., & Presmeg, N. (2013). Emergent and sociocultural views of mathematical activity. In P. Cobb, B. Jaworski, N. Presmeg (Eds.), Theories of mathematical learning (pp. 3-19). Routledge.  Dossey, J. A. (1992). The nature of mathematics: its role and its influence. In D. A. Grouws (Ed.), handbook of research on mathematics and learning (pp. 39-48). New York: Macmillan.  Gravemeijer, K., & Doorman, M. (1999). Context problems in realistic mathematics education: A calculus course as an example. Educational studies in mathematics, 39(1), 111-129.  Kitcher, P. (2025). Mathematical Methodology. In Frigg, R., McKenzie Alexander, J., Hudetz, L., Rédei, M., Ross, L., Worrall, J. (Eds.), Proofs and Research Programmes: Lakatos at 100. Synthese Library, Springer, Cham.  Lerman, S. (1989). Constructivism, mathematics and mathematics education. Educational studies in mathematics, 20(2), 211-223.  Romberg, T. A. (2016). Classroom instruction that foster mathematical thinking and problem solving: connections between theory and practice. In A. H. Schoenfeld & A. H. Sloane (Eds.), Mathematical thinking and problem solving (pp. 287-321). Routledge.  Schoenfeld, A. H., & Mathematical Sciences Research Institute. (2007). What Is Mathematical Proficiency and How Can It Be Assessed? In A. H. Schoenfeld (Ed.), Assessing Mathematical Proficiency (pp. 59–74). Cambridge: Cambridge University Press.

地點

HA202B

時間

請與老師另外約討論時間

聯絡方式

e-mail: sengechen@nycu.edu.tw(聖昌老師) e-mail: vcm1018@nycu.edu.tw(孟君老師)