課文結構與先備知識對於科學理論之學習助益性的研究__臺灣人文及社會科學引文索引資料庫

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題名：	課文結構與先備知識對於科學理論之學習助益性的研究
書刊名：	臺中師院學報
作者：	許良榮
作者(外文)：	Hsu, Liung-zong
出版日期：	1996
卷期：	10
頁次：	頁471-504
主題關鍵詞：	課文結構；先備知識；科學理論；學習
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(3) 博士論文(1) 專書(0) 專書論文(0) 排除自我引用:2 共同引用:0 點閱:26

　　　　　本研究旨在探討課文結構與先備知識對於科學理論之學習助益性的影響。研究以師範學院學生共149位為研究對象，首先經過前測及先備知識測驗，間隔一週後分別閱讀研究者設計的「科學史結構」與「傳統結構」二種課文之一，並在閱讀後立刻進行後測。　　研究結果顯示：（1）閱讀「科學史結構」課文的學生在科學理論之記憶與理解的學習表現都優於閱讀「傳統結構」課文的學生；（2）不同課文結構對於科學理論之記憶與理解的助益性，其主要效果達到非常顯著水準（P＜.001）；（3）先備知識對於科學理論之記憶的助益性，主要效果達到非常顯著水準（P＜.001）；（4）課文與先備知識的交互作用在科學理論的記憶或理解的助益性都沒有達到顯著水準。　　由研究結果，本研究建議「科學史結構」對於科學理論的學習具有正面的效果，值得肯定，對於課程發展或教材設計具有參考價值。

以文找文

　　　　　The purpose of this study was to investigate the effects of text structure and prior knowledge on the improvement of learning scientific theory. One hundred and forty nine students of a Teachers College were asked to compelete a pretest and a prior-knowledge test. After a week, they were randomly assigned to read either the text of conventional structure(Group A) or the text of historical structure(Group B). A posttest was administered after the subjects had completed the reading of their assigned texts. The following is a summary of the present study: (1)the mean recall and comprehension score of group A was better than that of group B; (2)subjects who were assigned to read the text of historical structure performed significantly better than those assigned to read the text of conventional structure in recall and comprehension; (3)it was found that the subjects' prior knowledge significantly influence their memory of scientific theory; (4)there was no significant interactions between text structure and prior knowledge. The results of the present study suggest that using the text of historical structure to learn scientific theory can effectively improve reading comprehension.

以文找文

期刊論文
1.	Kinstch, W.、Van Dijk, T. A.(1978)。Towards a model of text comprehension and production。Psychological Review，85，363-394。
2.	Norris, S. P.、Phillips, L. M.(1994)。Interpreting Pragmatic Meaning When Reading Popular Reports of Science。Journal of Research in Science Teaching，31(9)，947-967。
3.	Kirschner, P. A.(1992)。Epistemology, practical work and academic skill in science education。Science and Education，1(3)，273-299。
4.	Berkowitz, S.(1986)。Effects of instruction in text organization on sixth-grade students' memory for expository reading。Reading Research Quarterly，21，116-178。
5.	Chiesi, H. L.、Spilich, G. J.、Voss, J. F.(1979)。Acquisition of domain-related information in relation to high and low domain knowledge。Journal of Verbal Learning and Verbal Behavior，18(3)，257-273。
6.	Alexander, P. A.、Kulikowich, J. M.(1994)。Learning from physics text: A synthesis of recent research。Journal of Research in Science Teaching，31(9)，895-911。
7.	Yore, L. D.、Shymansky, J. A.(1991)。Reading in science: Developing and operational conception to guide instruction。Journal of Science Teacher Education，2(2)，29-36。
8.	Bybee, R. W.、Powell, J. C.、Ellis, J. D.、Giese, J. R.、Parisi, L.、Singleton, L.(1991)。Integrating the history and nature of science and technology in science and social studies curriculum。Science Education，75(1)，143-155。
9.	Afflerbach, P. P.(1990)。The influence of prior knowledge on expert readers' main idea construction strategies。Reading Research Quarterly，25(1)，31-46。
10.	Stinner, A.、Williams, H.(1993)。Conceptual change, history, and science stories。Interchange，24(1/2)，87-103。
11.	Schecker, H. P.(1992)。The paradigmatic change in mechanics: Implication of historical processes for physics education。Science and Education，1(1)，71-76。
12.	Garrison, J. W.、Lawwill, K. S.(1993)。Democratic science teaching: A role for the history of science。Interchange，24(1/2)，23-39。
13.	Griffiths, A. K.、Preston, K. R.(1992)。Grade 12 students' misconceptions relating to fundamental characteristics of atoms and molecules。Journal of Research in Science Teaching，29(6)，611-628。
14.	Duschl, R.、Hamilton, R.、Greudy, R.(1990)。Psychology and epistemology: Match or mismatch when applied to science education?。International Journal of Science Education，12(3)，230-243。
15.	Roach, L. E.、Wandersee, J. H.(1993)。Short story science--Using historical vignettes as a teaching tool。Science Teacher，60(6)，18-21。
16.	劉昭宏、郭重吉(19950200)。教科書在國中理化教學中的應用之個案研究。科學教育，6，89-112。延伸查詢
17.	Abraham, M. R.、Williamson, V. M.、Weatbrook, S. L.(1994)。A cross-age study of the understanding of five chemistry concept。Journal of Research in Science Teaching，31(2)，147-165。
18.	Ahlgren, A.、Walberg, J.(1973)。Changing attitudes towards science among adolescents。Nature，245，187-190。
19.	Brooks, L. W.、Dansereau, D. F.(1983)。Effects of structural schema training and text organization on expository prose processing。Journal of Educational Psychology，75(6)，811-820。
20.	Armbruster, B. B.(1992)。Reading to learn: Science and reading。The Reading Teacher，46(4)，346-347。
21.	Denhiere, G.、Legros, P.、Tapiero, I.(1993)。Representation in memory and acquisition of knowledge from text and picture: Theoretical, methodological and practical outcomes。Educational Psychology Review，5(3)，311-324。
22.	Finley, F. N.(1983)。Students' recall from science text。Journal of Research in Science Teaching，20(3)，247-259。
23.	Fincher-Kiefer, R.、Greene, T. R.、Post, T. A.、Voss, J. F.(1988)。On the role of prior knowledge and task demands in the processing of text。Journal of Memory and Language，27，416-428。
24.	Jung, W.(1994)。Toward preparing students for change: A critical discussion of contribution of the history of physics in physics teaching。Science and Education，3(1)，99-130。
25.	Pearson, P. D.、Hansen, J.、Gordon, C.(1979)。The effect of background on young children's comprehension of explicit and implicit information。Journal of Reading Behavior，11，201-219。
26.	Pauling, L.(1983)。Throwing the book at elementary chemistry。The Science Teacher，50，23-29。
27.	Roger, P. J.(1982)。Epistemology and history in the teaching of school science。European Journal of Science Education，4(1)，1-10。
28.	Siegel, H.(1979)。On the distortion of the history of science education。Science education，63(1)，111-118。
29.	Shymansky, J. A.、Yore, L. D.、Good, R.(1991)。Elementary school teachers' beliefs about and perceptions of elementary school science, science reading, science textbook, and supportive instructional factors。Journal of Research in Science Teaching，28，437-454。
30.	Spiegel, G. F. Jr.、Barufaldi, J. P.(1994)。The effects of a combination of text structure awareness and graphic postorganizers on recall and retention of science knowledge。Journal of Research in Science Teaching，31(9)，913-932。
31.	Souque, J. P.(1987)。Science education and textbook science。Canadian Journal of Education，12(1)，74-86。
32.	Wandersee, J. H.(1988)。Way students read texts。Journal of Research in Science Teaching，25(1)，69-84。
33.	Stocklmayer, E.、Treagust, D.(1994)。A historical analysis of electric currents in textbooks: a century of influence on physics education。Science & Education，3(2)，131-154。
34.	Welch, W. W.(1973)。Review of the research and evaluation program of Harvard Project Physics。Journal of Research in Science Teaching，10，365-378。
35.	Wood, T. L.、Wood, W. L.(1988)。Assessing potential difficulties in comprehending fourth grade science textbook。Science Education，72(5)，561-574。
36.	Meyer, B. J. F.、Freedle, R. O.(1984)。Effects of discourse type on recall。American Educational Research Journal，21(1)，121-143。
37.	Palincsar, A. S.、Brown, A. L.(1984)。Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities。Cognition and Instruction，1(2)，117-175。

學位論文
1.	梁若玫(1993)。先前知識與文章結構對國中生文章記憶及理解的影響(碩士論文)。國立臺灣師範大學。延伸查詢

圖書
1.	Allington R. L.、Strange, M.(1980)。Learning through reading: An introduction for content area teacher。Lexington, MA：Heath。
2.	Duschl, R. A.(1990)。Restructuring science education: The importance of theories and their development。New York：Teacher College Press。
3.	Down, R. B.(1982)。Landmarks in science: Hippocrates to Carson。Colorado, Littleton。
4.	Hill, J. W.(1992)。Chemistry for changing times。New York：Macmillan。
5.	Kameenui, E. J.、Simmons, D. C.(1990)。Designing instructional strategies。Ohio：Merrill Pub.。
6.	Laudan, L.(1977)。Progress and its problem: towards a theory of scientific growth。Berkeley：University of California Press。
7.	Motimer, C. E.(1986)。Chemistry。Belmont：Wadsworth。
8.	Osborne, R. J.、Freyberg, P.(1985)。Learning in science: The implication of children's science。Auckland, NZ：Heinemann。
9.	Rumelhart, D. E.(1978)。Schemata: Building blocks of cognition。Center for Human Information Processing, University of California。
10.	Petrucci, R. H.(1989)。General chemistry: Principles and modern application。New York：Macmillan。
11.	Rutherford, F. J.、Holton, G.、Watson, F. G.(1970)。The project physics course。New York：Holt, Rinehart, Winston。
12.	Solso, R. L.(1988)。Cognitive psychology。Boston：Allyn and Bacon。
13.	Singer, H.、Donlan, D.(1980)。Reading and learning from text。Boston：Little, Brown and Company。
14.	van Dijk, Teun Adrianus、Kintsch, Walter(1983)。Strategies of discourse comprehension。Academic Press。

單篇論文
1.	Kayaalp, E. M.(1990)。The role of inference in reading high school science text: A schema-theoretical investigation(9008006)。
2.	Horak, W. J.(1985)。A meta-analysis of learning science concepts from textual materials(ED256629)。
3.	Rivard, L.，Yore, L. D.(1992)。Review of reading comprehension instruction: 1985-1991(ED354144)。
4.	Schallert, D. L.，Tierney, R. J.(1981)。Learning from expository text: The interaction of text structure with reader characteristics(ED221833)。
5.	Yore, L. D.(1987)。A preliminary exploration of grade five students' science achievement and ability to read science textbooks as a function of gender, reading vocabulary, and reading comprehension(ED282728)。

圖書論文
1.	Champagne, A. B.、Lovitts, B. E.(1989)。Scientific literacy: A concept in search of definition。Science Literacy。Washington, DC：American Association for the Advancement of Science。
2.	Brush, S.(1989)。History of science and science education。Teaching the History of Science。Basil Blackwell, The British Society for the History of Science。
3.	Federiksen, C. H.、Donin, J.(1991)。Constructing multiple semantic representations in comprehending and producing discourse。Text and Text Processing。North Holland：Elsevier。
4.	Duschl, R. A.(1994)。Research in the history and philosophy of science。Handbook of Research on Science Teaching and Learning。New York：McCmillan。
5.	Kauffman, G. B.(1991)。History in the chemistry curriculum。History, Philosophy, and Science Teaching: Selected Readings。New York：Toronto：Teachers College Press：OISE Press。
6.	Lakatos, I.(1970)。Falsification and the methodology of scientific research programmes。Criticism and the Growth of Knowledge。London：Cambridge University Press。
7.	Kintsch, W.(1989)。Learning from text。Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser。Hillsdale, NJ：Lawrence Erlbaum。
8.	Nersessian, N.(1991)。Conceptual change in science and in science Education。History Philosophy, and Science Teaching: Selected Readings。Toronto：New York：OISE Press：Teachers College Press。
9.	Meyer, B. J. F.(1985)。Prose analysis: purpose, procedures, and problems。Understanding Expository Text: A Theoretical and Practical Handbook for Analyzing Explanatory Text。New Jersey：Hillsdale。
10.	Perfetti, C. A.(1989)。There are generalized abilities and one of them is reading。Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser。Hillsdale, NJ：Lawrence Erlbaum。
11.	Rumelhart, David E.(1975)。Notes on a schema for stories。Representing and Understanding: Studies in Cognitive Science。New York, NY：Academic Press。
12.	Sutton, C.(1989)。Writing and reading in science: the hidden messages。Doing Science: Image of Science in Science Education。Bristol PA：Taylor & Francis。

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