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：探討科學想像力融入國小自然科課程單元之成效：以「簡單力學--力與運動」單元為例
書刊名：教育科學研究期刊
作者：王佳琪 引用關係／楊棨棠
作者(外文)：Wang, Chia-chi／Yang, Chi-tang
出版日期：2019
卷期：64:1
頁次：頁213-240
主題關鍵詞：科學想像力；科學想像力情境測驗；科學想像力歷程模式；準實驗設計；Quasi-experimental methods；Scientific imagination；Scientific imagination process；Scientific imagination test-verbal
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:0
  • 共同引用共同引用:105
  • 點閱點閱:8
本研究目的旨在以科學想像力歷程模式為基礎，探討科學想像力融入國小自然科「簡單力學─力與運動」課程教材，是否能有效提升國小高年級學生的科學想像力及教學品質。研究設計採準實驗不等組前、後測設計，以臺南市某國小六年級兩班共72人為研究對象，分為實驗組36人與對照組36人，實驗教學為期五週。本研究使用「科學想像力情境測驗」為研究工具，包含漫想力、聯想力、奇想力及妙想力四個成分，分別在實驗教學前、後進行施測，並以兩組在實驗教學前後的差異分數，進行獨立樣本t檢定與效果量分析；同時，更輔以學生課堂發言、同儕互動紀錄及課程教學自我檢核，檢視學生科學想像力教學成效，以作為教學提升之回饋。研究結果指出，實驗組學生的科學想像力及課堂表現優於對照組學生，表示科學想像力融入自然科教學能顯著提升國小高年級學生的科學想像力，其結果對於未來科學教育融入想像力教學有正面成效。
This study primarily aimed to investigate the influence of the effectiveness of an instructional experiment employing scientific imagination integrated into a nature science course for elementary school students. In this study, quasi-experimental methods with a nonequivalent pretest-posttest design were used. This study included 72 elementary school students as participants. The participants were categorized into the experimental (n = 36) and control groups (n = 36). For the experimental group, a scientific imagination process was integrated into the nature science course for 5 weeks. The instruments of this study included a scientific imagination test-verbal (SIT-Verbal). An independent sample t test and Cohen's d were used to examine the scientific imagination of students regarding the instructions. The results indicated that students who received scientific imagination teaching exhibited scientific imagination and class performance superior to that of students in the control group. This result indicates that the incorporation of scientific imagination into teaching can significantly increase the scientific imagination of students and does not deteriorate their performance in terms of learning science. The use of science education using imaginative teaching has a positive feedback.
期刊論文
1.洪文東(20020300)。創造型兒童之思考特性與科學創造力的關聯性。屏東師院學報，16，355-394。new window  延伸查詢new window
2.邱發忠、陳學志、林耀南、涂莉苹(20121200)。想像力構念之初探。教育心理學報，44(2)，389-410。new window  延伸查詢new window
3.Ward, Thomas B.(1994)。Structured imagination: The role of category structure in exemplar generation。Cognitive Psychology，27(1)，1-40。  new window
4.吳靜吉(20020900)。華人學生創造力的發掘與培育。應用心理研究，15，17-42。new window  延伸查詢new window
5.Wilson, M.(2009)。Measuring processions: Assessment structures underlying a learning progression。Journal of Research in Science Teaching，46(6)，716-730。  new window
6.Wang, C.-C.、Ho, H.-C.、Wu, J.-J.、Cheng, Y.-Y.(2014)。Development of the scientific imagination model: A concept-mapping perspective。Thinking Skills and Creativity，13，106-119。  new window
7.Wang, C.-C.、Ho, H.-C.、Cheng, Y.-Y.(2015)。Building a learning progression for scientific imagination: A measurement approach。Thinking Skills and Creativity，17，1-14。  new window
8.Ho, H.-C.、Wang, C.-C.、Cheng, Y.-Y.(2013)。Analysis of the scientific imagination process。Thinking Skills and Creativity，10，68-78。  new window
9.Ayas, M. B.、Sak, U.(2014)。Objective measure of scientific creativity: Psychometric validity of the Creative Scientific Ability Test。Thinking Skills and Creativity，13，195-205。  new window
10.林福貹(20060500)。論述科學創造力。屏縣教育季刊，26，9-13。  延伸查詢new window
11.王佳琪、何曉琪、鄭英耀、邱文彬(20170900)。科學想像力學習進程之驗證：測量觀點。教育心理學報，49(1)，69-94。new window  延伸查詢new window
12.王佳琪、鄭英耀、何曉琪(20161200)。科學想像力圖形測驗之發展。教育科學研究期刊，61(4)，177-204。new window  延伸查詢new window
13.吳可久、蘇于倫、曹筱玥(20130300)。由激發想像力思維探索設計課程教學方式。建築學報，83，19-35。new window  延伸查詢new window
14.林文川(20040400)。創造性思考教學策略之研究：以國文科對聯教學為例。課程與教學，7(2)，115-134+188。new window  延伸查詢new window
15.McCormack, Alan(2010)。Message from the NSTA president: Imagine and invent: Create a great future。Journal of College Science Teaching，40(1)，8-9。  new window
16.Hu, Weiping、Adey, Philip(2002)。A scientific creativity test for secondary school students。International Journal of Science Education，24(4)，389-403。  new window
17.Vygotsky, Lev Semenovich(2004)。Imagination and Creativity in Childhood。Journal of Russian and East European Psychology，42(1)，7-97。  new window
18.吳清山(20020400)。創意教學的重要理念與實施策略。臺灣教育，614，2-8。  延伸查詢new window
圖書
1.Wilson, M. R.(2005)。Constructing measures: An item response modeling approach。Lawrence Erlbaum Associates。  new window
2.Osborn, A. F.(1953)。Applied imagination, principles and procedures of creative thinking。Charles Scribner's Sons。  new window
3.Sternberg, Robert J.、Williams, Wendy M.(1996)。How to develop student creativity。Alexandria, Virginia：Association for Supervision and Curriculum Development。  new window
4.陳龍安(2008)。創造思考教學的理論與實際。臺北市：心理出版社。  延伸查詢new window
5.教育部(2003)。創造力教育白皮書。教育部。  延伸查詢new window
6.Torrance, E. P.(1965)。Mental health and constructive behavior。Belmont, CA：Wadsworth。  new window
7.莊淇銘(2009)。知識不是力量：培養思考力。晨星。  延伸查詢new window
8.Cohen, Jacob E.(1988)。Statistical Power Analysis for the Behavioral Sciences。Lawrence Erlbaum Associates。  new window
其他
1.The Next Generation Science Standards(2013)。Appendix H: Understanding the scientific enterprise: The nature of science in the next generation science standards，http://www.nextgenscience.org/sites/ngss/files/Appendix%20H%20-%20The%20Nature%20of%20Science%20in%20the%20Next%20Generation%20Science%20Standards%204.15.13.pdf。  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：649（臺灣：634，外國：15） ／ 本年度總使用人次：1520404 ／ 訪客人次（自102年09月）：67326334
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