數理學習心理學研究

（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。

已修過"科學教育研究"為佳

講授、小組討論、修課同學口頭報告

一、學期作業、考試、評量 1.課堂參與(25%) 2.期中考(30%) 3.期末報告: 小組口頭報告(20%)和書面報告(25%) (1) 兩個人一組，負責報告一篇期刊論文文獻，並決定好組別與報告順序（6/1：四組、6/8：三組）。 (2) 5/11前與聖昌老師確認期刊論文。 (3)報告時間約為30分鐘(含回答問題)。 (4)報告規定：期刊論文需為SSCI或SCI為優先  科學教育：Journal of Research in Science Teaching, Science Education, International Journal of Science Education, International Journal of Science and Mathematics Education, Research in Science Education  數學教育：Journal for Research in Mathematics Education, International Journal of Science and Mathematics Education, Zdm-mathematics Education, Educational Studies in Mathematics, Journal of Mathematics Teacher Education (5)期刊論文報告內容需含:  主要內容(研究問題、文獻、研究設計、研究或教學內容、研究工具、研究結果、結論)  個人批判、研究建議(1-2頁)  對個人未來研究與教學的啟發(1-2頁) (6)請將口頭報告內容撰寫成書面報告，以個人為單位繳交。內文文獻引用與撰寫參考文獻，請採用APA第7版格式。 二、教學方法及教學相關配合事項（如助教、網站或圖書及資料庫等） 講授、小組討論、修課同學口頭報告

Papers 1. Borkowski, J. G. (1996). Metacognition: Theory or chapter heading? Learning and Individual Differences.8(4), 391-402. 2. Davis, R. B., & Maher, C. A. (1997). How students think: The role of representations, In L. D. English (Ed.), Mathematical reasoning: Analogies, metaphors, and images (pp. 93– 115). Mahwah, NJ: Erlbaum. 3. Driver, R., Newton, P. ＆amp; Osborne. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84, 287-312. 4. Duval, R. (1995). Geometrical Pictures: Kinds of Representation and Specific Processing. In Sutherland, R., Mason, J. (Eds.), Exploiting Mental Imagery with Computers in Mathematics Education. NATO ASI Series, vol 138. Springer, Berlin, Heidelberg. 5. Harrison, A. G. ＆amp; Treagust, D. F. (1993). Teaching with analogies: a case study in grade-10 optics. Journal of Research in Science Teaching, 30(10), 1291-1307. 6. Osborne, J., Erduran, S., ＆amp; Simon, S. (2004). Enhancing the quality of argumentation in science classrooms. Journal of Research in science Teaching, 41(10), 944-1020. 7. 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. 8. Skemp, R. (1987). The psychology of learning mathematics. Lawrence Erlbaum Associates. CH1, 2, 3, 4, 5, 6 9. Tall, D. O. (2019). From biological brain to mathematical mind: The long-term evolution of mathematical thinking. In M. Danesi (Ed.), Interdisciplinary perspectives on math cognition, (pp. 1–28). Springer. 10. 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; 6. Sternberg, R. J. (2003). Cognitive psychology (6th edition). Thomson Wadsworth publisher. Chapter 5: Memory: models and research methods; 7. Vosniadou, S., Ortony, A. (1989). Similarity and Analogical Reasoning. Cambridge University Press. Chapter 7: The mechanisms of analogical learning