建構主義在科學教育上的應用
The Practice of Constructivism in Science Education
| 節 | 週四 |
|---|---|
5 13:20–14:10 | 建構主義在科學教育上的應用 HA218（光復） 2 節連堂 |
6 14:20–15:10 |
* 根據陽明交大上課時間表所列
1. Exploring constructivist theories of knowledge and learning, and how these theories can apply to science education practice 2. Engage in fruitful discussions and reflection about science teaching and learning based on constructivist ideas 3. Learning to construct a review of literature in a self-selected topic relating to classroom instruction
教師未提供此項資料
無備註
教師未提供此項資料
1. Attendance and participation (15%) 2. Mid-term reflective report (20%): choosing one SCI/SSCI journal article to write a reflective report (A4, 2-3 pages, word file) 3. Constructivist teaching activities design and practice (teaching demonstration + lesson plan) (30%) 4. End-term reflective report (20%): 5. In/after-class worksheets/assignment (15%)
教師未提供此項資料
| 週次 | 主題 |
|---|---|
| 第 1 週 | Introduction 9/17 |
| 第 2 週 | The call for constructivism (Brooks & Brooks, 1999: Ch 1-3) 9/24 |
| 第 3 週 | Holiday 10/1 |
| 第 4 週 | Guiding principles of constructivism (Brooks & Brooks, 1999: Ch 4-6) 10/8 |
| 第 5 週 | Guiding principles of constructivism (Brooks & Brooks, 1999: Ch 7-8) 10/15 |
| 第 6 週 | Becoming a constructive teacher (Brooks & Brooks, 1999: Ch 9) 10/22 |
| 第 7 週 | Concept map assessment (Mintzes, Wandersee, & Novak, 2004: Ch 2) 10/29 |
| 第 8 週 | Mid-term exam (submit reflective report) 11/5 |
| 第 9 週 | Inquiry-based teaching (Lin, Hong, & Cheng, 2009) 11/12 |
| 第 10 週 | Problem-based learning (Schmidt, Rotgans, & Yew, 2011) 11/19 |
| 第 11 週 | Argumentation (Lin, Hong, & Frances, 2012) 11/26 |
| 第 12 週 | 5E instructional model (Lin, Cheng, Chang, Li, Chang, & Lin,2014) 12/3 |
| 第 13 週 | Self-generated analogies (Wong, 1993) 12/10 |
| 第 14 週 | Demonstration of constructivist teaching (1) 12/17 |
| 第 15 週 | Demonstration of constructivist teaching (2) 12/24 |
| 第 16 週 | End-term exam, Demonstration of constructivist teaching (3) 12/31 |
| 第 17 週 | Flexible teaching week (submit constructivist teaching lesson plan) 1/7 |
| 第 18 週 | Flexible teaching week (submit reflective report) 1/14 |
1. Brooks, J. G., & Brooks, M.G. (1999). In search of understanding: The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. 2. Mintzes, J. J., Wandersee, J. H. &, Novak, J. D. (2004). Assessing science understanding: A human constructivist view. Academic Press. 3. Lin, H. Hong, Z. R., & Cheng, Y. Y. (2009). The interplay of classroom learning environment and inquiry based activities. International Journal of Science Education, 31(8), 1013-1024. 4. Schmidt, H. G., Rotgans, J. I., & Yew, E. HJ. (2011). The process of problem‐based learning what works and why. Medical Education, 45, 792–806. 5. Lin, H., Hong, Z. R., & Frances, L. (2012). Promoting and scaffolding argumentation through reflective asynchronous discussions. Computer & Science, 59, 378-384. 6. Lin, J. J., Cheng, M. F, Chang, Y. C., Li, H. W., Chang, J. Y., & Lin, D. M. (2014). Learning activities that combine science magic activities with the 5E instructional model to influence secondary-school students’ attitudes to science. Eurasia Journal of Mathematics, Science & Technology Education, 10(5), 415-426. 7. Wong, E. D. (1993). Self-generated analogies as a tool for constructing and evaluating explanations of scientific phenomena. Journal of Research in Science Teaching, 30(4), 367-380.
- 地點
- HA212A
- 時間
- Make an appointment with the teacher
- 聯絡方式
- Extension: 58052; E-mail: yachunchen@nctu.edu.tw