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：文本知識編排順序對國中學生遺傳學閱讀理解的影響
書刊名：課程與教學
作者：吳貞儀／林陳涌 引用關係／張永達
作者(外文)：Wu, Jen-yi／Lin, Chen-yung／Chang, Yung-ta
出版日期：2016
卷期：19:3
頁次：頁85-111
主題關鍵詞：文本；國中；遺傳學；閱讀理解；科學教科書；Texts；Junior high school；Genetics；Reading comprehension；Science textbook
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(1) 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:1
  • 共同引用共同引用:326
  • 點閱點閱:20
我國教育部開放民間出版國民教育教科書後，各家教科書在編寫方式或知識順序的安排，呈現多元化的面貌。從閱讀理解的角度看，教科書的知識編排順序如何和學生的概念結構互動，是值得研究的。本研究依據現今教科書編排及相關研究建議，就遺傳學內容，設計三種不同知識編排的文本，利用所開發的學習成就測驗，比較各文本對國中學生閱讀後遺傳學知識的理解。結果發現本研究文本知識的編排順序會影響國中學生遺傳學知識的理解。學生知識理解的差異主要是在遺傳學相關的分類性理解知識和區辨性分析知識。學生普遍對通則性定義的試題有較好的測驗表現，對分類性理解和區辨性分析的試題則表現較差。建議編寫國中科學教科書的遺傳學內容時，應考量知識的編排順序和知識範圍的連結。
The Ministry of Education opened up the opportunity for private publishers to compile textbooks for compulsory education. How the knowledge composition of the text interacts with students' conceptual structure becomes an important issue. In this study, in terms of junior high school students' comprehension of genetics knowledge, a comparison was made among three texts, which have different genetics knowledge sequences parallel to related theories. The results of the present study indicated that the knowledge sequences of texts significantly influenced students' comprehension of genetics knowledge. The difference of comprehension mainly centers on the knowledge in the classified and discriminated scopes. Furthermore, the results revealed that genetics knowledge in the generalized scope is easier than knowledge in the classified and discriminated scopes. It was suggested that when science textbook is to be compiled for junior high school students, the knowledge sequences and the connections within concept scopes should be considered.
期刊論文
1.Duncan, R. G.、Tseng, K. A.(2011)。Designing project-based instruction to foster generative and mechanistic understandings in genetics。Science Education，95，21-56。  new window
2.Duncan, R. G.、Rogat, A. D.、Yarden, A.(2009)。A learning progression for deepening students' understanding of modern genetics across the 5th-10th grades。Journal of Research in Science Teaching，46(6)，655-674。  new window
3.林寶貴、錡寶香(20000900)。中文閱讀理解測驗之編製。特殊教育研究學刊，19，79-104。new window  延伸查詢new window
4.胡永崇(20080600)。閱讀理解的教學評量方式。屏師特殊教育，16，1-9。new window  延伸查詢new window
5.謝進昌(20150600)。有效的中文閱讀理解策略：國內實徵研究之最佳證據整合。教育科學研究期刊，60(2)，33-77。new window  延伸查詢new window
6.Banet, E.、Ayuso, E.(2000)。Teaching genetics at secondary school: A strategy for teaching about the location of inheritance information。Science Education，84(3)，313-351。  new window
7.Chinnici, J. P.、Neth, S. Z.、Sherman, L. R.(2006)。Using "chromosomal socks" to demonstrate ploidy in mitosis & meiosis。American Biology Teacher，68，106-109。  new window
8.Cho, H.-H.、Kahle, J. B.、Nordland, F. H.(1985)。An investigation of high school biology textbooks as sources of misconceptions and difficulties in genetics and some suggestions for teaching genetics。Science Education，69，707-719。  new window
9.Dougherty, M. J.、Pleasants, C.、Solow, L.、Wong, A.、Zhang, H.(2011)。A comprehensive analysis of high school genetics standards: Are states keeping pace with modern genetics?。CBE--Life Sciences Education，10，318-327。  new window
10.Duncan, R. G.、Reiser, B. J.(2007)。Reasoning across ontologically distinct levels: Students' understandings of molecular genetics。Journal of Research in Science Teaching，44(7)，938-959。  new window
11.Engel Clough, E.、Wood-Robinson, C.(1985)。Children's understanding of inheritance。Journal of Biological Education，19，304-310。  new window
12.Gericke, N. M.、Hagberg, M.(2007)。Definition of historical models of gene function and their relation to students' understanding of genetics。Science & Education，16，849-881。  new window
13.Gericke, N. M.、Hagberg, M.(2010)。Conceptual variation in the depiction of gene function in upper secondary school textbooks。Science & Education，19，963-994。  new window
14.Gericke, N. M.、Hagberg, M.、Jorde, D.(2013)。Upper secondary students' understanding of the use of multiple models in biology textbooks: The importance of conceptual variation and incommensurability。Research in Science Education，43，755-780。  new window
15.Gericke, N. M.、Hagberg, M.、Santos, V. C.、Joaquim, L. M.、El-Hani, C. N.(2014)。Conceptual variation or incoherence? Textbook discourse on genes in six countries。Science & Education，23，381-416。  new window
16.Kilic, D.、Saglam, N.(2014)。Students, understanding of genetics concepts: The effect of reasoning ability and learning approaches。Journal of Biological Education，48，63-70。  new window
17.Lewis, J.、Kattmann, U.(2004)。Traits, genes, particles and information: Re-visiting students' understandings of genetics。International Journal of Science Education，26(2)，195-206。  new window
18.Majidi, S.、Mantyla, T.(2011)。Knowledge organization in physics textbooks: A case study of magnetostatics。Journal of Baltic Science Education，10，285-299。  new window
19.Marbach-Ad, G.、Stavy, R.(2000)。Students' cellular and molecular explanations of genetic phenomena。Journal of Biological Education，34(4)，200-205。  new window
20.Pavlova, I. V.、Kreher, S. A.(2013)。Missing links in genes to traits: Toward teaching for an integrated framework of genetics。American Biology Teacher，75，641-649。  new window
21.Quinn, F.、Pegg, J.、Panizzon, D.(2009)。First-year biology students' understandings of meiosis: An investigation using a structural theoretical framework。International Journal of Science Education，31，1279-1305。  new window
22.Reynolds, R. E.、Baker, D. R.(1987)。The utility of graphical representations in text: Some theoretical and empirical issues。Journal of Research in Science Teaching，24，161-173。  new window
23.Roseman, J. E.、Stern, L.、Koppal, M.(2010)。A method for analyzing the coherence of high school biology textbooks。Journal of Research in Science Teaching，47，47-70。  new window
24.Shaw, K. R. M.、Van Horne, K.、Zhang, H.、Boughman, J.(2008)。Essay contest reveals misconceptions of high school students in genetics content。Genetics，178，1157-1168。  new window
25.Thorne, K.、Gericke, N. M.、Hagberg, M.(2013)。Linguistic challenges in mendelian genetics: Teachers' talk in action。Science Education，97，695-722。  new window
26.Tolman, R. R.(1982)。Difficulties in genetics problem solving。American Biology Teacher，44，525-527。  new window
27.Venville, G.、Gribble, S. J.、Donovan, J.(2005)。An exploration of young children's understandings of genetics concepts from ontological and epistemological perspectives。Science Education，89，614-633。  new window
28.Venville, G.、Donovan, J.(2007)。Developing Year 2 students' theory of biology with concepts of the gene and DNA。International Journal of Science Education，29，1111-1131。  new window
29.Williams, M.、DeBarger, A. H.、Montgomery, B. L.、Zhou, X. C.、Tate, E.(2012)。Exploring middle school students' conceptions of the relationship between genetic inheritance and cell division。Science Education，96(1)，78-103。  new window
30.Yore, L. D.、Shymansky, J. A.(1991)。Reading on science: Developing and operational conception to guide instruction。Journal of Science Teacher Education，2，29-36。  new window
31.楊坤原、張賴妙理(20040900)。遺傳學迷思概念之文獻探討及其在教學上的啟示。科學教育學刊，12(3)，365-398。new window  延伸查詢new window
32.Cavallo, A. M. L.(1996)。Meaningful learning, reasoning ability, and students' understanding and problem solving of topics in genetics。Journal of Research in Science Teaching，33(6)，625-656。  new window
33.Lewis, J.、Wood-Robinson, C.(2000)。Genes, chromosomes, cell division, and inheritance: do students see any relationship?。International Journal of Science Education，22(2)，177-195。  new window
34.Graesser, A. C.、Singer, M.、Trabasso, T.(1994)。Constructing Inferences during Narrative Text Comprehension。Psychological Review，101(3)，371-395。  new window
35.Kintsch, Walter(1988)。The role of knowledge in discourse comprehension: A construction-integration model。Psychological Review，95(2)，163-182。  new window
36.余民寧、陳嘉成、潘雅芳(19960100)。概念構圖法在測驗教學上的應用。測驗年刊，43，195-212。new window  延伸查詢new window
會議論文
1.Roseman, J.、Caldwell, A.、Gogos, A.、Kurth, L. A.(200604)。Mapping a coherent learning progression for the molecular basis of heredity。The Annual Meeting of the National Association of Research in Science Teaching。San Francisco, California。  new window
學位論文
1.董宜俐(2003)。國小六年級學童中文閱讀理解測驗編製硏究(碩士論文)。國立臺中師範學院，臺中。  延伸查詢new window
圖書
1.Linn, R. L.、Miller, M. D.、王振世、何秀珠、曾文志、彭文松(2009)。教育測驗與評量。臺北市：雙葉書廊。  延伸查詢new window
2.黃光雄、楊龍立(2004)。課程發展與設計：理念與實作。臺北市：師大書苑。new window  延伸查詢new window
3.教育部(2008)。九年一貫課程自然與生活科技領域內容細目。臺北：教育部。  延伸查詢new window
4.教育部(2008)。九年一貫課程自然與生活科技領域課程綱要。臺北：教育部。  延伸查詢new window
5.劉玉玲(2005)。課程發展與設計。台北：新文京開發出版有限公司。  延伸查詢new window
6.Best, John B.、黃秀瑄(2009)。認知心理學。臺北：心理出版社。  延伸查詢new window
7.鄭昭明(2006)。認知心理學：理論與實踐。臺北：桂冠圖書股份有限公司。new window  延伸查詢new window
8.鄭麗玉(2006)。認知心理學：理論與應用。臺北：五南。  延伸查詢new window
9.Oliva, P. F.(2001)。Developing the curriculum。New York, NY：Addison Wesley Longman。  new window
10.Mayer, Richard E.(1987)。Educational Psychology: A Cognitive Approach。Don Mills：HaperCollins Publisher。  new window
11.施良方(1996)。學習理論。復文圖書出版社。  延伸查詢new window
12.黃光雄、蔡清田(1999)。課程設計：理論與實際。臺北市：五南。  延伸查詢new window
13.National Research Council(1996)。National Science Education Standards。Washington, DC：National Academy Press。  new window
14.Thagard, Paul(1992)。Conceptual Revolutions。Princeton University Press。  new window
15.陳瑞麟(20120000)。認知與評價：科學理論與實驗的動力學。臺北：國立臺灣大學出版中心。new window  延伸查詢new window
16.郭生玉(2004)。教育測驗與評量。精華。  延伸查詢new window
其他
1.American Association for the Advancement of Science(2005)。High School Biology Textbooks: A Benchmarks-Based Evaluation，http://www.project2061.org/publications/textbook/hsbio/report/default.htm。  new window
圖書論文
1.Goodman, K. S.(1982)。The reading process: Theory and practice。Language and literacy。Boston, MA：Routledge Kegan Paul。  new window
2.Singer, H.、Donlan, D.(1980)。Determining reading and readability levels。Reading and learning from text。Boston：Toronto：Little, Brown and Company。  new window
3.Anderson, Richard C.、Pearson, P. D.(1984)。A Schema-Theoretic View of Basic Processes in Reading Comprehension。Handbook of reading research。New York, NY：Longman。  new window
4.Stewart, J.、Cartier, J. L.、Passmore, C. M.(2005)。Developing understanding through model-based inquiry。How students learn: Science in the classroom。Washington, DC：National Academies Press。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
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：916（臺灣：913，外國：3） ／ 本年度總使用人次：1695817 ／ 訪客人次（自102年09月）：67517916
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