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題名:社會重建主義的課程設計:以社會性科學議題(SSI)為例
書刊名:國民教育學報
作者:陳國泰 引用關係
作者(外文):Chen, Kuo-tai
出版日期:2016
卷期:13
頁次:頁1-19
主題關鍵詞:社會重建主義社會性科學議題課程設計Curriculum designSocial reconstructionismSocio-scientific issues
原始連結:連回原系統網址new window
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  • 被引用次數被引用次數:期刊(0) 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:0
  • 共同引用共同引用:177
  • 點閱點閱:29
期刊論文
1.靳知勤(20080800)。臺灣STS教育領域學位論文之發展回顧與評析。科學教育學刊,16(4),351-373。new window  延伸查詢new window
2.林振欽、陳竹上(20120100)。論證教學模式之建構及其運用於環境倫理相關研究之分析:以博碩士論文為例。應用倫理教學與研究學刊,7(1),115-126。new window  延伸查詢new window
3.李雅婷(20050400)。社會轉化與美感創造--探析社會重建論的課程關懷。課程與教學,8(2),41-52。new window  延伸查詢new window
4.Evagorou, M.、Osborne, J.(2013)。Exploring young students' collaborative argumentation within a socioscientific issue。Journal of Research in Science Teaching,50(2),209-237。  new window
5.Sadler, T. D.(2004)。Informal reasoning regarding socioscientific issues: A critical review of research。Journal of Research in Science Teaching,41(5),513-536。  new window
6.劉湘瑤、李麗菁、蔡今中(20070600)。科學認識觀與社會性科學議題抉擇判斷之相關性探討。科學教育學刊,15(3),335-356。new window  延伸查詢new window
7.盧玉玲、連啟瑞(19970600)。國小教師由一般自然科教學到「科學-技學-社會(STS)」取向教學過程之信念與行為變化探討。臺北師院學報,10,427+429-451+453。  延伸查詢new window
8.汪靜明(20000900)。學校環境教育的理念與原理。環境教育季刊,43,18-34。  延伸查詢new window
9.Yager, R. E.(1990)。The Science/Technology/Society Movement in the United States: It's Origin, Evolution, and Rationale。Social Education,54(4),198-201。  new window
10.Yager, R. E.、Lutz, M. V.(1995)。STS to enhance total curriculum。School Science and Mathematics,95(1),28-35。  new window
11.靳知勤(20040900)。協助中學數理教師設計STS教學活動之行動研究。科學教育學刊,12(3),341-364。new window  延伸查詢new window
12.Oulton, C.、Dillon, J.、Grace, M. M.(2004)。Reconceptualizing the teaching of controversial issues。International Journal of Science and Education,26(4),411-423。  new window
13.陳昭曄(19990700)。重建主義教育哲學及其對我國教育的啟示。教育研究(高師),7,217-231。  延伸查詢new window
14.Levinson, R.(2006)。Towards a theoretical framework for teaching controversial socioscientific issues。International Journal of Science Education,28(10),1201-1224。  new window
15.吳文靜(20010600)。重建主義教育思潮與布萊彌德思想。教育研究(高師),9,75-84。  延伸查詢new window
16.黃光雄(2004)。課程研究:回顧到展望。教育資料與研究,67,151-168。new window  延伸查詢new window
17.黃芳裕(19981100)。以後現代哲學評估STS理念對科學教育的啟示。臺灣教育,575,20-28。  延伸查詢new window
18.Rugg, H. O.(1996)。Reconstructing the curriculum。Historical Outlook,3(5),184-189。  new window
19.Shermis, S.、Samuel, B.、James, L.(1985)。Indoctrination and the study of social problems: A re-examination of the 1930s debate in "The social frontier。Social Education,49(3),190-193。  new window
20.Sari, H.、Sirpa, K.、Tuula, K.(2011)。Primary school pupils' perceptions of water in the context of STS study approach。International Journal of Environmental and Science Education,6(4),321-339。  new window
21.Yager, R. E.、Hakan, A.(2010)。The impact of a Science/Technology/Society teaching approach on student learning in five domains。Journal of Science Education and Technology,19(6),602-611。  new window
22.Zeidler, D. L.、Sadler, T. D.、Simmons, M. L.、Howes, E. V.(2005)。Beyond STS: A research-based framework for socioscientiflc issues education。Science Education,89,357-377。  new window
23.Zoller, U.、Donn, S.、Wild, R.、Beckett, P.(1991)。Students' versus their teachers' beliefs and positions on Science/Technology/Society-oriented issues。International Journal of Science Education,13(1),25-36。  new window
24.單文經(20050300)。Rugg及Bruner社會領域課程改革經驗的啟示。教育研究集刊,51(1),1-30。new window  延伸查詢new window
25.黃俊儒、楊文金、靳知勤、陳恒安(20081200)。誰的STS?--「科學教育」與「科學研究」的「同」與「不同」。科學教育學刊,16(6),585-603。new window  延伸查詢new window
26.Kranzberg, M.(1991)。Science-Technology-Society: It's as Simple as XYZ!。Theory into Practice,30(4),234-241。  new window
27.Sadler, T. D.、Barab, S. A.、Scott, B.(2007)。What do students gain by engaging in socioscientific inquiry?。Research in Science Education,37(4),371-391。  new window
會議論文
1.林顯輝(1993)。國小兒童水循環之研究。國小自然科學教育學術研討會。國立屏東師院。  延伸查詢new window
2.Sadler, T. D.、Zeidler, D. L.(2005)。The socioscientific issue agenda: Goals and models for teaching and research。Annual Meeting of the Southeastern Association for Science Teacher Education。Athens, GA。  new window
3.陳麗華(2005)。課程本土化與全球化的辯證:以社會重建主義課程的實踐為例1-17。  延伸查詢new window
研究報告
1.連啟瑞、盧玉玲、李倩如(2003)。九年一貫自然與生活科技課程蕴涵之生活經驗脈絡(STS)與課程發展研究 (計畫編號:NSC92-2511-S-152-003)。  延伸查詢new window
2.黃茂在(2001)。在職教師研習課程設計與教師教學行動之研究--STS取向的探究 (計畫編號:90-2511-S-081B-001)。  延伸查詢new window
3.靳知勤(2010)。以社會性科學議題本位課程提升教師專業發展與學生學習成效--發展社會性科學議題本位之自然科教學模組研究--科學課程發展、學生學習成效與教師專業成長 (計畫編號:NSC95-2522-S-142-002-MY3)。  延伸查詢new window
學位論文
1.蔡姿婷(2015)。發展核能環境教育網路課程幫助學生社會性科學議題學習之成效(碩士論文)。國立高雄師範大學,高雄。  延伸查詢new window
2.羅加佳(2014)。以證據導向社會性科學議題教學促進國中學生評判證據與論證能力之研究(碩士論文)。國立嘉義大學,嘉義。  延伸查詢new window
圖書
1.方德隆(2004)。課程基礎理論。臺北市:高等教育。  延伸查詢new window
2.Counts, George S.(1932)。Dare the School Build a New Social Order?。Carbondale:Southern Illinois University Press。  new window
3.詹棟樑(1995)。現代教育思潮。臺北:五南。  延伸查詢new window
4.Brameld, T.(1956)。Toward a Reconstructed Philosophy of Education。New York:Dryden Press。  new window
5.林樹聲(2015)。社會性科學議題教學於中小學實踐上的魔力與阻力。  延伸查詢new window
6.陳嘉陽(2014)。教育概論。臺中:教甄策略研究中心。  延伸查詢new window
7.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
8.Stanley, W. B.(1992)。Curriculum for Utopia--Social Reconstructionism and Critical Pedagogy in the Postmodern Era。State University of New York Press。  new window
9.陳麗華、彭增龍、張益仁(2004)。課程發展與設計--社會行動取向。臺北:五南。  延伸查詢new window
10.Beane, James A.(1997)。Curriculum integration: Designing the core of democratic education。Teachers College Press。  new window
11.歐用生(20030000)。課程典範再建構。麗文文化。new window  延伸查詢new window
12.Tyler, Ralph Winfred(1949)。Basic Principles of Curriculum and Instruction。University of Chicago Press。  new window
其他
1.林樹聲(2008)。社會性科學議題之教與學,http://www.khgs.tn.edu.tw/biopsy/02/speech/97/970904-%E7%A4%BE%E6%9C%83%E6%80%A7%E7%A7%91%E5%AD%B8%E8%AD%B0%E9%A1%8C_%E6%9E%97%E6%A8%B9%E8%81%B2%E6%BC%94%E8%AC%9B%E7%B4%80%E9%8C%84.ppt。  new window
2.鐘素梅(2016)。重建主義的教育思潮與課程觀,www.nani.com.tw/teacher_share/article/D_3_9_92_142.doc.。  延伸查詢new window
圖書論文
1.李涵鈺、陳麗華(2006)。社會重建主義及其對課程研究的影響初探。社會重建課程理念與實踐:覺醒、增能與行動。台北:五南。  延伸查詢new window
2.Ross, E. W.(1997)。The struggle for the social studies curriculum。The social studies curriculum: Purposes, problems, and possibilities。New York:Sate University of New York Press。  new window
3.Bussler, D.(1997)。Some basis tenets of educational reconstruction。Introducing educational reconstruction: The philosophy and practice of transforming society through education。California, CA:Caddo Gap Press。  new window
4.王建堯(2006)。國小社會科課程標準變革的課程重建意涵。社會重建課程的理念與實踐--覺醒、增能與行動。臺北市:五南。  延伸查詢new window
5.黃政傑、張嘉育(2005)。社會價值重建課程理念與改革途徑。社會價值重建的課程與教學。高雄市:復文。  延伸查詢new window
6.李隆盛(1996)。科學、科技與社會的整合。科技與職業教育的課題。台北:師大書苑。  延伸查詢new window
7.徐宗林(1988)。重建主義的教育思潮。現代教育思潮。台北:師大書苑。  延伸查詢new window
8.Carbone, P. E.、Wilson, V. S.(1995)。Harold Rugg's social re-constructionism。Social reconstruction through education。New Jersey:Ablex Publishing。  new window
9.Kliebard, H. M.、Wegner, G.(2002)。Harold Rugg and the reconstruction of the Social Studies curriculum:The treatment of the “Great War” in his textbook series。Changing course: American curriculum in the 20th century。New York:Teacher College Press。  new window
10.Rugg, H. O.(1921)。Reconstructing the curriculum。Educating the democratic mind。Albany, N.Y.:State University of New York Press。  new window
11.林樹聲(2004)。重視自然與生活科技學習領域中科技爭議議題的融入與探討。國民中小學九年一貫課程理論基礎。臺北:教育部。  延伸查詢new window
12.莊明貞(2003)。當前台灣課程重建的可能性:一個批判教育學的觀點。課程改革--反省與前瞻。臺北:高等教育。  延伸查詢new window
 
 
 
 
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