臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：以實作評量方式探討引導發現式教學模式之學習成效--以「聲音」概念為例
書刊名：科學教育學刊
作者：顧炳宏／陳瓊森／溫媺純 引用關係
作者(外文)：Ku, Bing-hong／Chen, Chyong-sun／Wen, Lydia Mei-chun
出版日期：2014
卷期：22:1
頁次：頁57-86
主題關鍵詞：引導發現式教學；紙筆測驗；實作評量；聲音概念；Guided discovery teaching；Paper-and-pencil test；Performance assessment；Sound wave concept
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(2) 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:2
  • 共同引用共同引用:59
  • 點閱點閱:29
本研究主要目的在探討實作評量和紙筆測驗此兩種不同評量方式對國中八年級聲音 概念引導發現式教學成效之影響。本研究主要採準實驗研究法， 針對三個實驗─控制 組別，六個班，總人數203位的八年級學生，以質性、量化資料收集與分析方法並行的方 式，探討引導發現式教學和傳統講述式教學，於不同評量情境下，對學生概念學習成效之 影響之差異和成因。研究結果顯示，紙筆測驗不易測得學生真正的理解和能力，因此以聲 音概念紙筆測驗作為評量工具時，無法顯現出引導發現式教學和傳統講述式教學兩者之間 概念教學成效之差異；相反的，實作評量比紙筆測驗更能表現出學生真實的學習成效，因 此若以聲音概念實作評量作為評量工具時，則可顯示引導發現式教學在概念學習成效上優 於傳統講述式教學。此外，本研究根據研究結果亦衍申出「教學形式和評量形式應相互搭 配」此一重要結論。
The purpose of this study mainly aimed to design guided discovery teaching activities and explore their effectiveness on the sound wave concept by performance assessment. A quasiexperimental method was employed in this study to explore the effectiveness of different teaching styles - guided discovery teaching and the traditional lecture teaching - on the sound wave concept by using different assessment formats - performance assessment and the paperpencil test. Through both quantitative and qualitative data analyses, it was firstly found that compared with the traditional lecture teaching, guided discovery teaching did not provide better concept learning achievements in the paper-pencil test because of the failure of the paperpencil test to probe the real understanding and abilities of students. Secondly, it was found that compared with the traditional lecture teaching, guided discovery teaching provided better concept learning achievements in performance assessment, which meant that performance assessment had better effects on probing students’ concept learning than the paper-pencil test. Thirdly, based on the results mentioned above, this study also revealed the crucial conclusion of aligning the assessment format with the teaching style.
期刊論文
1.吳挺鋒(2010)。臺灣孩子八成不想當科學家--中學生科學興趣大調查。天下雜誌，460，70-75。  延伸查詢new window
2.陳文典、陳義勳、李虎雄、簡茂發(19951200)。由馬里蘭州的學習成就評量與其在臺灣的試測結果看實作評量的功能與運用。科學教育，185，2-11。  延伸查詢new window
3.張敏雪(19980100)。教室內的實作評量。教育資料與研究，20，24-27。new window  延伸查詢new window
4.張靜儀、陳世峰(20020900)。國小學童聲音概念二階段評量診斷工具之發展研究。屏東師院學報，17，401-440。new window  延伸查詢new window
5.顧炳宏、楊孟欣、陳瓊森(2009)。多變的聲音--國中八年級聲波概念之教學活動設計。科學教育月刊，322，20-32。  延伸查詢new window
6.Burger, S. E.、Burger, D. L.(1994)。Determining the validity of performance-based assessment。Educational Measurement: Issues and Practice，13(1)，9-15。  new window
7.Craig, R.(1956)。Directed versus independent discovery of established relations。Journal of Educational Psychology，47(4)，223-234。  new window
8.Crocker, L.(1997)。Assessing content representativeness of performance assessment exercises。Applied Measurement in Education，10(1)，83-95。  new window
9.Dunbar, S. B.、Koretz, D. M.、Hoover, H. D.(1991)。Quality control in the development and use of performance assessment。Applied Measurement in Education，4(4)，289-303。  new window
10.Gagné, R. M.、Brown, L. T.(1961)。Some factors in the programming of conceptual learning。Journal of Experimental Psychology，62(4)，313-321。  new window
11.Linder, C. J.(1992)。Understanding sound: So what is the problem?。Physics Education，27(5)，258-264。  new window
12.Linder, C. J.、Erickson, G. L.(1989)。A study of tertiary physics students' conceptualizations of sound。International Journal of Science Education，11(5)，491-501。  new window
13.Linn, R. L.、Burton, E.(1994)。Performance-based assessment: Implication of task specificity。Educational Measurement: Issue and Practice，13(1)，5-8。  new window
14.Matthews, M. R.(2002)。Constructivism and science education: A further appraisal。Journal of Science Education and Technology，11(2)，121-134。  new window
15.Messick, S.(1995)。Standards of validity and the validity of standard in performance assessment。Educational Measurement: Issue and Practice，14(4)，5-8。  new window
16.Quellmalz, E. S.(1991)。Developing criteria for performance assessments: The missing link。Applied Measurement in Education，4(4)，319-331。  new window
17.Staver, J. R.(1998)。Constructivism: Sound theory for explicating the practice of science learning。Journal of Research in Science Teaching，35(5)，501-520。  new window
18.Tsai, C. C.(2003)。The interplay between philosophy of science and the practice of science education。Curriculum and Teaching，18(1)，27-43。  new window
19.Tsai, C. C.(1998)。Science learning and constructivism。Curriculum and Teaching，13(1)，31-52。  new window
20.Bruner, Jerome S.(1961)。The act of discovery。Harvard Educational Review，31，21-32。  new window
21.涂志銘、林秀玉、張賴妙理、鄭湧涇(20080200)。符合建構論理念的教學策略對植物的養分與能量概念學習的成效。科學教育學刊，16(1)，75-103。new window  延伸查詢new window
22.陳文典(20000600)。實作評量的理念與實施。科學教育，231，64-66。  延伸查詢new window
23.楊凱琳、林福來、蕭志如(20120800)。數學建模評量規準之研究。科學教育學刊，20(4)，319-342。new window  延伸查詢new window
24.Stiggins, R. J.(1987)。Design and development of performance assessments。Educational Measurement: Issues and Practice，6(3)，33-42。  new window
25.Cobb, P.(1988)。The Tension between Theories of Learning and Instruction in Mathematics Education。Educational Psychologist，23(2)，87-103。  new window
26.彭森明(19960300)。實作評量（Performance Assessment）理論與實際。教育資料與研究，9，44-48。new window  延伸查詢new window
27.顧炳宏、陳瓊森、溫媺純(20110600)。從學生的表現與觀點探討引導發現式教學作為發展探究教學之折衷方案角色的成效--以密度概念為例。科學教育學刊，19(3)，257-282。new window  延伸查詢new window
圖書
1.王文中、呂金燮、吳毓瑩、張郁雯、張淑慧(2008)。教育測驗與評量--教室學習觀點。臺北市：五南圖書出版股份有限公司。  延伸查詢new window
2.余民寧(2007)。教育測驗與評量--成就測驗與教學評量。臺北市：心理。  延伸查詢new window
3.Lesh, R. A.、Doerr, H. M.(2003)。Beyond constructivism: Models and modeling perspectives on mathematics problem solving, learning, and teaching。Lawrence Erlbaum Associates。  new window
4.Linn, R. L.、Gronlund, N. E.(2003)。Measurement and assessment in teaching。London：Prentice-Hall。  new window
5.Collette, A. T.、Chiappetta, E. L.(1989)。Science instruction in the middle and secondary schools。Columbus, OH：Charles E. Merrill。  new window
6.Airasian, P. W.(1996)。Assessment in the classroom: A concise approach。New York：McGraw-Hill。  new window
7.Airasian, P. W.(1994)。Classroom assessment。New York：McGraw-Hill, Inc.。  new window
8.Linn, R. L.、Gronlund, N. E.(2000)。Measurement and assessment in teaching。Merrill/Prentice Hall。  new window
9.Bruner, Jerome S.(1986)。Actual minds, possible words。Cambridge, MA：Harvard University Press。  new window
10.Wiggins, Grant P.(1998)。Educative assessment: Designing assessments to inform and improve student performance。San Francisco, CA：Jossey-Bass Publishers。  new window
11.Linn, R. L.、Miller, M. D.(2005)。Measurement and assessment in teaching。Upper Saddle River, NJ：Merrill。  new window
12.Piaget, Jean、Mays, Wolfe(1972)。The Principles of Genetic Epistemology。New York：Basic Books。  new window
13.教育部(2003)。國民中小學九年一貫課程總綱綱要。臺北市：教育部。  延伸查詢new window
14.Bransford, J. D.、Brown, A. L.、Cocking, R. R.、Committee on Developments in the Science of Learning、National Research Council(2000)。How people learn: Brain, mind, experience, and school。National Academy Press。  new window
15.Skinner, B. F.(1968)。The Technology of Teaching。New York：Appleton-Century-Crofts。  new window
16.Bruner, J. S.(1960)。The process of education。New York, NY：Vintage Books。  new window
17.Bruner, Jerome S.(1990)。Acts of Meaning: Four Lectures on Mind and Culture。Cambridge, Mass：Harvard University Press。  new window
18.National Research Council(1996)。National Science Education Standards。Washington, DC：National Academy Press。  new window
19.李坤崇(1999)。多元化教學評量。心理出版社。  延伸查詢new window
20.凃金堂(2009)。教育測驗與評量。三民。  延伸查詢new window
單篇論文
1.Brualdi, A.(1998)。Implementing performance assessments in the classroom，Washington, DC。(ED 423 312)。  new window
圖書論文
1.Britton, E. D.、Schneider, S. A.(2007)。Large scale assessments in science education。Handbook of research on science education。Mahwah, NJ：Lawrence Erlbaum Associates。  new window
2.Hickman, P.、Isola, D.、Reif, M.(2008)。Using formative assessment and feedback to improve science teacher practice。Assessing science learning: Perspectives from research and practice。Arlington, VA：NSTA Press。  new window
3.William, D.(2008)。Improving learning in science with formative assessment。Assessing science learning: Perspectives from research and practice。Arlington, VA：NSTA Press。  new window
4.Bell, B.(2007)。Classroom assessment of science learning。Handbook of research on science education。Mahwah, NJ：Lawrence Erlbaum Associates。  new window
5.朱則剛(20020000)。建構主義知識論對教學與教學研究的意義。建構論：理論基礎與教育應用。臺北：正中。new window  延伸查詢new window
6.詹志禹(20020000)。認識與知識：建構論VS.接受觀。建構論：理論基礎與教育應用。臺北：正中。new window  延伸查詢new window
7.吳璧純(2002)。從變異與選擇建構論的觀點看另類評量。建構論：理論基礎與教育應用。臺北：正中。new window  延伸查詢new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
無相關點閱
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：581（臺灣：570，外國：11） ／ 本年度總使用人次：1753550 ／ 訪客人次（自102年09月）：67545748
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上