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題名：從反思與實踐看國中生在科技實作活動中的學習歷程表現
書刊名：課程與教學
作者：游光昭 引用關係／林坤誼 引用關係／洪國峰
作者(外文)：Yu, Kuang-chao／Lin, Kuen-yi／Hong, Guo-fong
出版日期：2010
卷期：13:3
頁次：頁219-250
主題關鍵詞：自我調整學習；反思與實踐；實作評量；Self-regulated learning；Reflection and action；Practical assessment
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(2) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:6
  • 共同引用共同引用:8
  • 點閱點閱:32
科技產品的製作是一個結合思考與實踐的歷程，思考主要是要求能運用學科的知識概念及工作程序的規劃，去作實踐前的準備；而實踐則是運用周遭的材料與工具等資源，去完成科技產品的設計與製作。本研究依據Zimmerman(1998)所提出的自我調整學習理論，發展一個科技實作活動的學習模組，並分析三十位國中生在經歷此學習模組的思考與實踐學習後，其在後續的實作活動過程的表現，以探討學生的反思與其實作作品表現之關係。本研究在歷經十一週的教學實驗活動之後，歸納以下結論：(1)國中生在科技實作活動中的反思表現優於實踐表現；(2)國中生在進行科技實作活動的學習時，應優先加強有關技術操作的學習。
Making technology product is a process of combining thinking and action. Thinking is focused on utilizing academic knowledge and working process as preparation before action, while action is focused on utilizing materials and tools to design and make a technology product. This study developed a technological learning module based on the Zimmerman's (1998) self-regulated learning theory. The module was employed to 30 junior high school students for the purpose of observing and analyzing the relationship between students' reflection and action. After eleven weeks of the teaching experiment, the following conclusions were made: (1) junior high school students have better performance on reflection than on action; (2) the instruction on technological learning should focus on the practice of technical and operation skills.
期刊論文
1.McCormick, R.(2004)。Issues of learning and knowledge in technology education。International Journal of Technology and Design Education，14(1)，21-44。  new window
2.Davis, E. A.、Linn, M. C.(2000)。Scaffolding students' knowledge integration: Prompts for reflection in KIE。International Journal of Science Education，22(8)，819-837。  new window
3.Martin-Kniep, G. O.、Feige, D. M.、Soodak, L. C.(1995)。Curriculum integration: An expanded view of an abused idea。Journal of Curriculum & Supervision，10(3)，227-249。  new window
4.Agassi, J.(1997)。Thought, action and scientific technology。International Journal of Technology and Design Education，7(1/2)，33-48。  new window
5.林人龍(20030800)。生活科技課程中設計與製作的學習歷程。教育研究資訊，11(4)，3-24。new window  延伸查詢new window
6.李賢哲、樊琳、李文慶(20060100)。九年一貫課程培養學生動手做能力課程規劃之探討--以手擲滑翔機為例。課程與教學，9(1)，81-98。new window  延伸查詢new window
7.Azevedo, R.(2005)。Using hypermedia as a metacognitive tool for enhancing student learning? The role of self-regulated learning? The role of self-regulated learning。Educational Psychologist，40(4)，199-209。  new window
8.Baker, G. E.,、Dugger, J. C.(1986)。Helping students develop problem solving skills。The Technology Teacher，45(4)，10-13。  new window
9.Thomson, C. J.(2001)。Characteristics of technology education that are unique and essential for children's learning in the elementary school curriculum。Dissertation Abstracts International，61(12)，4747。  new window
學位論文
1.鄭雅文(2002)。網路化反省思考學習歷程檔案的設計與應用(碩士論文)。國立臺灣師範大學。  延伸查詢new window
2.李敔讓(2002)。高二學生對氣體性質概念改變的反省思考之研究，高雄。  延伸查詢new window
3.林秀娟(2003)。國小三年級學童自然科學學習日誌反思特徵之研究，臺南。  延伸查詢new window
圖書
1.Laurillard, D. M.(1993)。Rethinking university teaching: A framework for the effective use of educational technology。London：Routledge。  new window
2.Blackwell, D.、Henkin, L.(1989)。Mathematics: Report of the project 2061 phase I mathematics panel。Washington, DC：American Association for the Advancement of Science。  new window
3.Piaget, J.(1969)。The mechanisms of perception。London：Routledge & Kegan Paul。  new window
4.Schön, Donald A.、夏林清、鄭村棋(2004)。反映的實踐者：專業工作者如何在行動中思考。台北：遠流。  延伸查詢new window
5.Kimbell, R.、Stables, K.、Wheeler, T.、Wosniak, A.、Kelly, V.(1991)。The assessment of performance in design and technology。London：School Examinations and Assessment Council：HMSO。  new window
6.Kolb, David A.(1984)。Experiential Learning: Experience as the Source of Learning and Development。Prentice-Hall。  new window
7.Schunk, D. H.、Zimmerman, B. J.(1994)。Self-regulation of learning and performance: Issues and educational applications。Hillsdale, New Jersey：Lawrence Erlbaum Associates。  new window
8.張玉成(1993)。思考技巧與教學。臺北：心理。  延伸查詢new window
9.Black, P.,、Harrison, G.(1985)。In place of confusion:Technology and science in the school curriculum。London。  new window
10.McCracken, J. R.(2000)。Design – The creative soul of technology。Technology education for the 21st century。Peoria, IL。  new window
11.Rutherford, F. J.、Ahlgren, A.(1991)。Science for all Americans。Oxford University Press。  new window
12.Schon, D.(1990)。Educating the reflective practitioner: Toward a new design for teaching and learning in the professions。San Francisco, CA。  new window
13.Stables, K.(2002)。Assessment in design and technology。Issues in design and technology teaching。New York。  new window
圖書論文
1.Schunk, D. H.(2001)。Social cognitive theory and self-regulated learning。Self-regulated Learning and Academic Achievement: Theoretical Perspectives。Mahwah, NJ：Lawrence Erlbaum Associates Publishers。  new window
2.Zimmerman, Barry J.(1989)。Models of self-regulated learning and academic achievement。Self-regulated learning and academic achievement: Theory, research, and practice。Springer-Verlag。  new window
3.Zimmerman, B. J.(2000)。Attaining self-regulation: A social cognitive perspective。Handbook of self-regulation。Academic Press。  new window
4.Zimmerman, Barry J.(1998)。Developing Self-Fulfilling Cycles of Academic Regulation: An Analysis of Exemplary Instructional Models。Self-Regulated Learning: From Teaching to Self-Reflective Practice。Guilford Press。  new window
5.Pintrich, P. R.(1995)。Understanding self-regulated learning。New dire ctions for teaching and learning。San Francisco, CA：Jossey-Bass。  new window
 
 
 
 
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