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題名：國中「細胞課程」概念改變教學之發展研究
書刊名：科學教育學刊
作者：盧秀琴／黃麗燕
作者(外文)：Lu, Chow-Chin／Huang, Li-Yen
出版日期：2007
卷期：15:3
頁次：頁295-316
主題關鍵詞：5E學習環教學策略；細胞課程；概念改變教學；5E constructive learning cycle；Cell lesson；Conceptual change teaching activities
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(6) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:5
  • 共同引用共同引用:82
  • 點閱點閱:31
期刊論文
1.Wandersee, J. H.(1986)。Can the History of Science Help Science Educators Anticipate Students' Misconceptions?。Journal of Research in Science Teaching，23(7)，581-597。  new window
2.Somdahl, C.、Jensen, M. S.、Hatch, J. T.、Wilcox, K. J.(1996)。A computer-assisted instruction unit on diffusion and osmosis with a conceptual change design。Journal of Computers in Mathematics and Science Teaching，15(1/2)，49-64。  new window
3.Gilbert, J. K.、Watts, D. M.(1983)。Concepts, Misconceptions and Alternative Conceptions: Changing Perspectives in Science Education。Studies in Science Education，10(1)，61-98。  new window
4.Marek, E. A.、Cowan, C. C.、Cavallo, A. M. L.(1994)。Students' misconceptions about diffusion: how can they be eliminated?。The American Biology Teacher，56(2)，74-77。  new window
5.Shemesh, M.、Lazarowitz, R.(1989)。Pupils' reasoning skills and their mastery of biological concepts。Journal of Biological Education，23(1)，59-63。  new window
6.盧秀琴(20030300)。顯微鏡下的世界兩階層診斷式紙筆測驗的發展與效化。國立臺北師範學院學報，16(1)，127-166。new window  延伸查詢new window
7.湯清二(19910600)。我國學生自然科概念發展與診斷教學之研究--生物細胞概念發展。彰化師範大學學報，2，489-516。  延伸查詢new window
8.曾千虹、耿正屏(19930400)。國小、國中及高中學生之細胞概念發展。科學教育，4，157-182。  延伸查詢new window
9.盧秀琴(20040300)。不同教學策略影響中小學學生學習顯微鏡相關課程之探究。國立臺北師範學院學報. 數理科技教育類，17(1)，147-172。new window  延伸查詢new window
10.許瑛玿、謝惠珠(2004)。應用概念改變教學策略在颱風常識的學習。師大學報：科學教育類，49(1)，15-40。  延伸查詢new window
11.邱美虹(20000300)。概念改變研究的省思與啟示。科學教育學刊，8(1)，1-34。new window  延伸查詢new window
12.盧秀琴(20030900)。臺灣北部地區中小學學生的顯微鏡操作技能與相關概念之發展。國立臺北師範學院學報，16(2)，161-186。new window  延伸查詢new window
13.Brown, D. E.(1992)。Using examples and analogies to remediate misconceptions in physics: Factors influencing conceptual change。Journal of Research in Science Teaching，29(1)，17-34。  new window
14.Novak, J. D.(1991)。Clarify with concept maps。The Science Teacher，58(7)，44-49。  new window
15.湯清二(19930600)。我國學生生物細胞概念發展研究迷思概念之唔談與概念圖。彰化師範大學學報，4，141-170。  延伸查詢new window
16.郭重吉(19880600)。從認知觀點探討自然科學的學習。教育學院學報，13，351-379。  延伸查詢new window
17.Magnusson, S. J.、Boyle, R. A.、Templin, M.(1997)。Dynamic science assessment: A new approach for investigating conceptual change。The Journal of the Learning Science，6(1)，91-142。  new window
18.Posner, G. J.、Strike, K. A.、Hewson, P. W.、Gertzog, W. A.(1982)。Accommodation of a scientific conception: Toward a theory of conceptual change。Science Education，66(2)，211-227。  new window
19.盧秀琴(20051200)。探討教科書與中小學學生學習細胞相關概念的關係。科學教育學刊，13(4)，367-386。new window  延伸查詢new window
20.Carlsen, D.、Ander, T.(1992)。Use of a Microcomputer Simulation and Conceptual Change Text to Overcome Student Preconceptions about Electric Circuits。Journal of Computer-Based Instruction，19(4)，105-109。  new window
21.盧秀琴(2005)。中小學「細胞概念類比測驗」的發展與效化。國立臺北師範學院學報：數理科技教育類，18(1)，87-116。new window  延伸查詢new window
22.張靜儀、余世裕(2002)。國小學童對聲音迷思概念之研究。屏東師院學報，16，395-434。new window  延伸查詢new window
23.郭人仲、徐順益、王國華(1995)。國中生物概念的類比學習之研究。科學教育（彰化師大），6，51-68。  延伸查詢new window
24.Gentner, D.、Brem, S.、Ferguson, R. W.、Markman, A B.、Levidow, B. B.、Wolff, P.、Forbus, K. D.(1997)。Analogical Reasoning and Conce-ptual Change: A Case Study of Johannes Kepler。The Journal of the Learning Sciences，6，13-40。  new window
25.Tanner, K.、Allen, D.(2005)。Approaches to Biology Teaching and Learning: Understanding the Wrong Answers-teaching toward Conceptual Change。Cell Biology Education，4(2)，112-117。  new window
26.Duschl, R. A.、Gitomer, D. H.(1991)。Epistemological Perspectives on Conceptual Change: Implications for Educational Practice。Journal of Research in Science Teaching，28，839-858。  new window
27.Bean, T. W.、Singer, H.、Cowen, S.(1990)。Learning Concepts from Biology Text through Pictorial Analogies and an Analogical Study Guide。The Journal of Educational Research，83(4)，233-237。  new window
28.Gentner, D.、Toupin, C.(1986)。Systematicity and Surface Similitive in the Development of Analogy。Cognitive Science，10，277-300。  new window
會議論文
1.Duit, R.、Goldberg, F.、Niedderer, H.(1991)。Towards Learning Process Studies: A Review of the Workshop on Research in Physics Learning。0。  new window
研究報告
1.盧秀琴(2005)。國高中「細胞與細胞生理現象」的教學模組發展研究（I）。0。  延伸查詢new window
圖書
1.Campbell, Neil A.、Reece, Jane B.(2003)。Biology。Benjamin Cummings Company press。  new window
2.White, Richard Thomas、Gunstone, Richard F.(1992)。Probing Understanding。Falmer Press。  new window
3.Duit, R.、Pfundt, H.(1991)。Bibliography: Students' alternative frameworks and science education。Kiel, West Germany：University of Kiel, IPN Reports in Brief。  new window
4.Trowbridge, J. H.、Bybee, R. W.(1990)。Applying standards-based constructivism: A two-step guide for motivating students。New York：Cambridge University Press。  new window
5.Kuhn, Thomas S.(1962)。The Structure of Scientific Revolutions。University of Chicago Press。  new window
6.Carey, S.(1985)。Conceptual change in childhood。Cambridge, Massachusetts：MIT Press。  new window
7.Keil, F. C.(1979)。Semantic and conceptual development: An ontological perspective。Cambridge, MA：Harvard University Press。  new window
8.林清山(1995)。心理與教育統計學。臺北市：臺灣東華書局股份有限公司。  延伸查詢new window
9.Novak, Joseph D.、Gowin, D. Bob(1984)。Learning How to Learn。Cambridge University Press。  new window
10.American Association for the Advancement of Science(2001)。Atlas of Science Literacy。Atlas of Science Literacy。Washington, DC。  new window
11.Lakatos, I.(1970)。Falsification and the Methodology of Scientific Research Programmers。Criticism and the Growth and the Knowledge。Cambridge, UK：Cambridge University Press。  new window
12.Wiser, M.、Carey, S.(1983)。When Heat and Temperature Were One。Mental Models。Hillsdale, NJ。  new window
13.Gopnik, A.、Wellman, H. M.(1994)。The Theory。Mapping the Mind: Domain Specificity in Cognition and Culture。Cambridge, UK/ New York, NY。  new window
圖書論文
1.Glynn, S. M.(1991)。Explaining science concepts: A teaching-with-analogies (TWA) model。The Psychology of Learning Science。Hillsdale, NJ：Lawrence Erlbaum Associates, Inc.。  new window
2.Nersessian, Nancy J.(1992)。How Do Scientists Think? Capturing the Dynamics of Conceptual Change in Science。Cognitive Models of Science。Minneapolis：University of Minnesota Press。  new window
3.Chi, M. T. H.(1992)。Conceptual change within and across ontological categories: Examples from learning and discovery in science。Cognitive Models of Science: Minnesota Studies in the Philosophy of Science。Minneapolis, MN：University of Minnesota Press。  new window
4.Rumelhart, D. E.、Norman, D. A.(1981)。Accretion, tuning, and restructuring: Three modes of learning。Semantic factors in cognition。Hillsdale, NJ：Lawrence Erlbaum。  new window
5.Stepans, J. I.(1991)。Developmental in students' understanding of physics concepts。The psychology of learning science。Hillsdale, NJ：Lawrence Erlbaum Associates, Publishers。  new window
6.Gentner, D.(1989)。The mechanisms of analogical learning。Similarity and analogical reasoning。Cambridge University Press。  new window
 
 
 
 
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