- 期刊
以岑賓與本斯的學習理論為基礎的科學教學提昇高中生的化學創造力：米立肯油滴實驗
Applying Champagne and Bunce's Learning Theory- Based Science Teaching To Enhance Senior High School Students' Creativities in Chemistry: Millikan Oil-Drop Experiment
摘要
過去十年，我們曾用岑賓與本斯的學習理論為基礎的科學教學策略提昇高中生的化學創造力。這教學策略包含互補的學習環和教學環。學習環包括三部分，每一部份依學習過程的階段命名，這三部分別為參與、精緻化以及評量。學生先參與學業工作、再精緻化學習內涵、再評量工作的進展，參與、精緻化與評量需在教師指導及與同儕的互動中，精進科學學習。教學上亦有類似學習環的三個部分，它們與學生學習的學習環之三部分相互對應:教師安排學業工作，檢視學生之間的互動，並且評量學生的學習效果。本文描述與討論這教學策略的一個實例一米立肯油滴實驗，這實例的結果顯示這教學策略能有效提昇高中生的化學創造力。
並列摘要
Champagne and Bunce's learning-theory-based science teaching strategy has been adopted for the past ten years to enhance senior high school students' creativities in che-mistry. This teaching strategy may be viewed as complementary learning and instructional cycles. The learning cycle has three phases. Each phase is named according to a stage in the learning process. The phases are engagement, elaboration, and assessment. The learner engages in an academic task, elaborates the task, and assesses his or her progress toward satisfactory completion of the task. Engagement, elaboration, and assessment are advanced via interactions with other learners under the guidance of the teacher. The complementary instructional cycle also has three phases, which correspond to the phases of the learning cycle. The teacher sets the academic task, monitors interactions among the students and evaluates students' learning. This article describes and discusses the activities of an example of this teaching strategy, Millikan oil-drop experiment. The results of this example indicated that this teaching strategy could effectively enhance senior high school students ' creativities in chemistry.
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