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題名：幼兒「重量概念」多元智能取向科學學習系統之建構
書刊名：教育研究集刊
作者：莊麗娟 引用關係
作者(外文)：Chuang, Li-chuan
出版日期：2006
卷期：52:1
頁次：頁59-92
主題關鍵詞：多元智能；重量；學習系統；Multiple intelligences；Weight；Learning system
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(5) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:2
  • 共同引用共同引用:8
  • 點閱點閱:102
為提昇概念系的有效發展，本研究嘗試以重量概念為主題，分析其發展脈絡，並融合多元智能理念，建構幼兒科學學習系統。該統在學習活動方面設計「探索(Knower)→器械建構(Doer)→問題解決(Dreamer)」三叢集活動，強調學習情境與學習引導的鷹架構性；在評量活動方面則設計「科學能力－智能傾向－工作風格」三向度評估，著重歷程檔案的建構與多層次分析。經科學教育、認並有高度的「向度完整性」、「知符合度」、「思考挑戰性」、「型式創意性」、「鷹架流暢性」及「情境合宜性」；其可深化概念認知、提昇過程技能、促進學習動機並能及早窺探智能傾向，兼具適切性與效益性。
This aim of this project was to construct a multiple-intelligence-oriented preschool science learning and assessment system for teaching young children the concept of weight. Children’s learning activities were designed within the framework of Knower (exploration), doer (technological construction), and Dreamer (problem solving0, highlighting the scaffolding function in the learning situation. Assessment was three-dimensional: the scientific ability, intelligence and working style of young children were evaluated; there were construction and multiple analyses of students’ portfolios. This learning and assessment system was evaluated by experts from the fields of scientific education, cognitive psychology, education assessment and early childhood psychology, and found to be appropriate and effective. It cam be an effective means for enhancing young children’s conceptualization ability, procedural skills and learning motivation, and also facilitate the testing of children’s intelligence potential as early as possible.
期刊論文
1.Galili, I.、Bar, V.(1997)。Children's Operational Knowledge about Weight。International Journal of Science Education，19，317-340。  new window
2.Baillargeon, R.、Graber, M.(1987)。Where is the Rabbit? 5.5-month-old Infants' Representation of the Height of a Hidden Object。Cognitive Development，2，375-392。  new window
3.McMahon, S. D.、Rose, D. S.、Parks, M.(2004)。Multiple intelligences and reading achievement: An examination of the Teele Inventory of multiple intelligences。The Journal of Experimental Education，73(1)，41-52。  new window
4.Siegler, R.(1981)。Developmental sequences within and between concepts。Monographs of the Society for Research in Child Development，46(2)，1-74。  new window
5.Howe, A. C.(1996)。Development of Science Concepts within a Vygostskian Framework。Science Education，80(1)，35-51。  new window
6.Wynn, K.(1992)。Addition and subtraction by human infants。Nature，358，749-750。  new window
7.Schmidt, P. P.(1999)。KWLQ: Inquiry and Literacy Learning in Science。The Reading Teacher，52(7)，89-92。  new window
8.Brown, John Seely、Collins, Allan、Duguid, Paul(1989)。Situated Cognition and the Culture of Learning。Educational Researcher，18(1)，32-42。  new window
9.莊麗娟(20040600)。三～六歲幼兒對重量概念的認知：本質認知與保留推理。科學教育學刊，12(2)，159-182。new window  延伸查詢new window
10.Bar, Varda、Zinn, Barbara、Goldmuntz, Rivka、Sneider, Cary、Bar, V.、Goldmunts, R.、Zinn, B.、Sneider, C.(1994)。Children's Concepts about Weight and Free Fall。Science Education，78(2)，149-169。  new window
11.Carvalho, A. M.(2004)。Building up Explanations in Physics Teaching。International Journal of Science Education，26(2)，225-237。  new window
12.Deloache, J. S.(1987)。Rapid Change in the Symbolic Functioning of Very Young Children。The Sciences，238，1556-1557。  new window
13.Ginsburg, H. P.、Golbeck, S. L.(2004)。Thoughts on the Future of Research on Mathematics and Science Learning and Education。Early Childhood Research Quarterly，19(1)，190-200。  new window
14.Goodnough, K.(2001)。Multiple Intelligences Theory: A Framework for Personalizing Science Curricula。School Science and Mathematics，104(4)，180-193。  new window
15.Haley, M. H.(2004)。Learner-centered Instruction and the Theory of Multiple Intelligences with Second Language Learners。Teachers College Record，106，163-180。  new window
16.Kelly, C. A.(2000)。Reaching to the Standards。Science and Children，37(4)，30-32。  new window
17.Linn, M. C.(1977)。Scientific Reasoning: Influences on Task Performance and Response Categorization。Science Education，61，357-365。  new window
18.Puntambekar, S.、Kolodner, J. L.(2005)。Toward Implementing Distributed Scaffolding: Helping Students Learn Science from Design。Journal of Research in Science Teaching，42(2)，185-217。  new window
19.Shepardson, D. P.、Jackson, V.(1997)。Developing Alternative Assessments Using the Benchmarks。Science and Children，35(2)，34-40。  new window
20.Skamp, K.(1996)。School Science and Mathematics。Bowling Green，96，247-254。  new window
會議論文
1.白珮宜、江玉燕、許瑛玿、林詩怡、汪惠玲(2004)。多元智能融入高中校園氣象觀測課程的研發與實施成效評估。0。  延伸查詢new window
學位論文
1.Raffin, D. S.(1996)。Brain-compatible Learning and Instruction: Bloom's Taxonomy, Multiple Intelligences, Cooperative Learning, Integrated Instruction(博士論文)。Arizona state University，Mesa, AZ。  new window
2.林倩玉(2001)。運用多元智慧教學提昇學生的同儕互動：以自然科教學為例(碩士論文)。國立台北師範學院。  延伸查詢new window
3.張滄敏(2001)。多元智慧之主題探索教學行動研究(碩士論文)。國立台北師範學院。  延伸查詢new window
4.Roesch, D. E.(1997)。An ethnographic qualitative study of the perspectives of English teachers on the use of multiple intelligences theory in the high school classroom，0。  new window
5.Vangilder, J. S. C.、Vangilder, J. S.(1995)。A study of multiple intelligence as implemented by a Missouri school，0。  new window
6.Carson, D.(1995)。Diversity in the classroom: multiple intelligences and mathematical problem-solving，0。  new window
圖書
1.Kamii, Constance、DeVries, Rheta、陳燕珍(1999)。幼兒物理知識活動：皮亞傑理論在幼兒園中的應用。臺北縣中和市：光佑文化。  延伸查詢new window
2.Lazear, D.(1999)。Multiple Intelligence Approaches to Assessment。Tucson Arizona：Zephyr Press。  new window
3.Piaget, J.(1972)。The child's Conception of Physical Causality。London：Routledge & Kegan Paul。  new window
4.Charlesworth, R.、Lind, K. K.(1999)。Math and Science for Young Children。New York, NY：Delmar。  new window
5.Bredekamp, S.、Rosegrant, T.(1992)。Reaching potentials: Appropriate curriculum and assessment for young children。Washington, D.C.：National Association for the Education of Young Children。  new window
6.Krechevsky, M.(1998)。Project Spectrum: Preschool Assessment Handbook。New York：Teachers College Press。  new window
7.Gardner, H.(1983)。Frames of mind: The theory of multiple intelligences。NY：Random House。  new window
8.Black, P.、Hughes, S.(2003)。Using Narrative to Support Young Children's Learning in Science and D&T。Teaching Science and Design and Technology in the Early Years。London, UK。  new window
9.Brown, A. L.、Ash, D.、Rutherford, M.、Nakaguwa, K.、Gordon, A.、Campione, J. C.(1993)。Distributed Expertise in Classroom。Distributed Cognition: Psychological and Educational Considerations。Cambridge, UK。  new window
10.Dehaene, S.(2001)。The Cognitive Neuroscience of Numeracy: Exploring the CerebralSubstrate, the Development, and the Pathologies of Number Sense。Carving our Destiny: Scientific Research Faces a New Millennium。Washington, DC。  new window
11.Driver, R.、Guesne, E.、Tiberghien, A.(1993)。Some Features of Children's Ideas and Their Implications for Teaching。Children's Ideas in Science。Philadelphia, PA。  new window
12.Grieshaber, S.、Diezmann, C.(2000)。The Challenge of Teaching and Learning Science with Young Children。Promoting Meaningful Learning。Washington, DC。  new window
13.Helm, J. H.、Beneke, S.(2003)。The Power of Projects。The Power of Projects。New York, NY。  new window
14.Howe, A.、McMahon, K.(2003)。Assessing Young Children's Learning in Science and D&T。Teaching Science and Design and Technology in the Early Years。London, UK。  new window
15.Vygotsky, L.(1986)。Though and Language。Though and Language。Cambridge, MA。  new window
16.Worth, K.、Grollman, S.(2003)。Worms, Shadows, and Whirlpools。Worms, Shadows, and Whirlpools。Portsmouth, NH。  new window
其他
1.Gelmen, R.(2005)。Mathematical and Scientific Cognitive Development，0。  new window
圖書論文
1.Landry, C. E.、Forman, G. E.(1999)。Research on Early Science Education。The Early Childhood Curriculum。New York, NY：Teachers College Press。  new window
 
 
 
 
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