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教-學序列研究對科學教學的啟示

The Implications of Science Teaching from the Research in teaching-learning Sequence

Abstracts


近年來,歐洲探究教學興起一種以特定科學主題爲導向,重視適當教-學序列設計的研究。此種研究以逐步演化的研究過程爲基礎,重視科學概念與學生先備概念之間相互交織所形成的複雜作用,並期望藉由特定段落或單一主題序列課程的循環發展與真實教室場景中深度教學的過程相連,形成新概念性的課程結構,最後促使學生成功學習。本文針對此種教-學序列研究的發展背景、理論及研究方法架構加以闡述及介紹。藉此引介,本文希冀對於國內科學教學有進一步的啟示。

Parallel abstracts


In recent years, one notable line of inquiry which involves the design and implement of specific topic-oriented teaching-learning sequences for teaching science has risen in Europe. This kind of research is based on progressive evolutionary processes in research, focus on the complicated interactions between scientific and students' pre-concepts and expects to link with courses of depth teaching in the scene of real classroom with the circulation development of the specific paragraph or the single topic of sequence, to form the new conceptual structure of curriculum, and to help students to succeed in science learning finally. This article expounds the development background, theory and methodology about this kind research of teaching-learning sequence. With the introduction, this article hopes to bring some implications for Taiwanese science teaching further.

References


李賢哲、張蘭友(2001)。國小學童「電池」概念之探究-理論與實證。科學教育學刊。9(3),253-280。
林靜雯(2006)。由概念演化觀點探究不同教科書教-學序列對不同心智模式學生電學學習之影響(博士論文)。國立台灣師範大學科學教育研究所。
林靜雯、邱美虹(2005)。整合類比與多重表徵研究取向探究多重類比設計對兒童電學概念學習之影響。科學教育學刊。13(3),317-345。
林靜雯、邱美虹()。
林靜雯、邱美虹(2007)。以概念演化觀點分析我國電學教科書之教-學序列。國立編譯館館刊。35(2),3-14。

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