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題名:評分規準對科學筆記寫作及科學閱讀理解能力的影響
書刊名:科學教育學刊
作者:蔡惠如鄭夢慈
作者(外文):Tsai, Hui-juCheng, Meng-tzu
出版日期:2020
卷期:28:3
頁次:頁255-280
主題關鍵詞:科學筆記寫作科學閱讀理解評分規準Scientific note-takingScience reading comprehensionRubrics
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(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:176
  • 點閱點閱:2
期刊論文
1.Peper, R. J.、Mayer, R. E.(1986)。Generative effects of note-taking during science lectures。Journal of Educational Psychology,78(1),34-38。  new window
2.Goodrich Andrade, Heidi(1997)。Understanding rubrics。Educational Leadership,54(4),14-17。  new window
3.Kiewra, K. A.(1989)。A Review of Note-Taking: The Encoding-Storage Paradigm and Beyond。Educational Psychology Review,1(2),147-172。  new window
4.Verhoeven, L.、Perfetti, C. A.(2008)。Advances in text comprehension: Model, process and development。Applied Cognitive Psychology,22(3),293-301。  new window
5.Glynn, S. M.、Muth, K. D.(1994)。Reading and Writing to Learn Science: Achieving Scientific Literacy。Journal of Research in Science Teaching,31(9),1057-1073。  new window
6.陳品華(20130300)。大學生課堂筆記策略教學方案之成效。教育研究集刊,59(1),73-112。new window  延伸查詢new window
7.Van Meter, P.、Yokoi, L.、Pressley, M.(1994)。College students' theory of note-taking derived from their perceptions of note-taking。Journal of Educational Psychology,86(3),323-338。  new window
8.孫劍秋、林孟君(20130900)。從臺灣中學生PISA閱讀素養的表現談精進學生閱讀素養的教學策略。中等教育,64(3),35-51。new window  延伸查詢new window
9.Reutzel, D. R.、Smith, J. A.、Fawson, P. C.(2005)。An evaluation of two approaches for teaching reading comprehension strategies in the primary years using science information texts。Early Childhood Research Quarterly,20(3),276-305。  new window
10.Piolat, A.、Olive, T.、Kellogg, R. T.(2005)。Cognitive effort during note taking。Applied Cognitive Psychology,19(3),291-312。  new window
11.Mertler, C. A.(2000)。Designing scoring rubrics for your classroom。Practical Assessment, Research, and Evaluation,7。  new window
12.Souvignier, E.、Mokhlesgerami, J.(2006)。Using self-regulation as a framework for implementing strategy instruction to foster reading comprehension。Learning and Instruction,16(1),57-71。  new window
13.黃俊儒(20100700)。促進以閱讀理解為基礎的科學教學--美國密西根大學的參訪紀實與省思。科學教育,330,2-10。  延伸查詢new window
14.Fellows, N. J.(1994)。A window into thinking: using student writing to understand conceptual change in science learning。Journal of Research in Science Teaching,31(9),985-1001。  new window
15.Moskal, B. M.(2000)。Scoring rubrics: What, when and how?。Practical Assessment, Research and Evaluation,7。  new window
16.Reddy, Y. M.、Andrade, H.(2010)。A review of rubric use in higher education。Assessment and Evaluation in Higher Education,35(4),435-448。  new window
17.Ozuru, Yasuhiro、Dempsey, Kyle、McNamara, Danielle S.(2009)。Prior Knowledge, reading skill, and text cohesion in the comprehension of science texts。Learning and Instruction,19(3),228-242。  new window
18.Panadero, E.、Jonsson, A.(2013)。The use of scoring rubrics for formative assessment purposes revisited: A review。Educational Research Review,9,129-144。  new window
19.吳裕聖、曾玉村(20030300)。概念構圖教學策略對小五學生科學文章理解及概念構圖能力之影響。教育研究集刊,49(1),135-169。new window  延伸查詢new window
20.Faber, J. E.、Morris, J. D.、Lieberman, M. G.(2000)。The effect of note taking on ninth grade students' comprehension。Reading Psychology,21(3),257-270。  new window
21.張貴琳、黃秀霜、鄒慧英(20100100)。從國際比較觀點探討臺灣學生PISA 2006閱讀素養表現特徵。課程與教學,13(1),21-45。new window  延伸查詢new window
22.Just, M. A.、Carpenter, P. A.(1980)。A Theory of Reading: From Eye Fixations to Comprehension。Psychological Review,87(4),329-354。  new window
23.Popham, W. James(1997)。What's wrong--and what's right--with rubrics。Educational Leadership,55(2),72-75。  new window
24.Kiewra, K. A.(1988)。Cognitive Aspects of Autonomous Note Taking: Control Processes, Learning Strategies, and Prior Knowledge。Educational Psychologist,23(1),39-56。  new window
25.胡瑞萍、林陳涌(2002)。寫作與科學學習。科學教育月刊,253,2-18。  延伸查詢new window
26.Hand, B.、Hohenshell, L.、Prain, V.(2004)。Exploring students' responses to conceptual questions when engaged with planned writing experiences: A study with year 10 science students。Journal of Research in Science Teaching,41(2),186-210。  new window
27.鄭可萱、李松濤(20181200)。當科學素養與閱讀素養相遇:高中學生科學新聞閱讀策略之實驗研究。教育科學研究期刊,63(4),157-192。new window  延伸查詢new window
28.Andrade, H.、Du, Y.、Wang, X.(2008)。Putting rubrics to the test: The effect of a model, criteria generation, and rubric-referenced self-assessment on elementary school students' writing。Educational Measurement: Issues and Practice,27(2),3-13。  new window
29.Bui, D. C.、Myerson, J.(2014)。The role of working memory abilities in lecture note-taking。Learning and Individual Differences,33,12-22。  new window
30.Chang, W.-C.、Ku, Y.-M.(2015)。The effects of note-taking skills instruction on elementary students' reading。The Journal of Educational Research,108(4),278-291。  new window
31.Chen, P.-H.、Teo, T.、Zhou, M.(2017)。Effects of guided notes on enhancing college students' lecture note-taking quality and learning performance。Current Psychology,36(4),719-732。  new window
32.Greenberg, K. P.(2015)。Rubric use in formative assessment: A detailed behavioral rubric helps students improve their scientific writing skills。Teaching of Psychology,42(3),211-217。  new window
33.Gulzar, M. A.、Buriro, G. A.、Charan, A. A.(2017)。Investigating the effects of rubrics on assessment of writing tasks。International Research Journal of Arts & Humanities,45(45),191-206。  new window
34.Hagen, Å. M.、Braasch, J. L. G.、Bråten, I.(2014)。Relationships between spontaneous notetaking, self-reported strategies and comprehension when reading multiple texts in different task conditions。Journal of Research in Reading,37(Suppl. 1),S141-S157。  new window
35.Kellogg, R. T.、Raulerson, B. A.(2007)。Improving the writing skills of college students。Psychonomic Bulletin & Review,14(2),237-242。  new window
36.Nielsen, K.(2014)。Self-assessment methods in writing instruction: A conceptual framework, successful practices and essential strategies。Journal of Research in Reading,37(1),1-16。  new window
37.Panadero, E.、Tapia, J. A.、Huertas, J. A.(2012)。Rubrics and self-assessment scripts effects on self-regulation, learning and self-efficacy in secondary education。Learning and Individual Differences,22(6),806-813。  new window
38.Rahmani, M.、Sadeghi, K.(2011)。Effects of note-taking training on reading comprehension and recall。The Reading Matrix,11(2),116-128。  new window
39.Simon, M.、Forgette-Giroux, R.(2000)。A rubric for scoring postsecondary academic skills。Practical Assessment, Research, and Evaluation,7。  new window
40.Slotte, V.、Lonka, K.(1999)。Review and process effects of spontaneous note-taking on text comprehension。Contemporary Educational Psychology,24(1),1-20。  new window
41.Sundeen, T. H.(2014)。Instructional rubrics: Effects of presentation options on writing quality。Assessing Writing,21,74-88。  new window
42.Timmerman, B. E. C.、Strickland, D. C.、Johnson, R. L.、Payne, J. R.(2011)。Development of a 'universal' rubric for assessing undergraduates' scientific reasoning skills using scientific writing。Assessment & Evaluation in Higher Education,36(5),509-547。  new window
43.Trevors, G.、Duffy, M.、Azevedo, R.(2014)。Note-taking within MetaTutor: Interactions between an intelligent tutoring system and prior knowledge on note-taking and learning。Educational Technology Research and Development,62(5),507-528。  new window
44.Wetzels, S. A. J.、Kester, L.、van Merriënboer, J. J. G.、Broers, N. J.(2011)。The influence of prior knowledge on the retrieval-directed function of note taking in prior knowledge activation。British Journal of Educational Psychology,81(2),274-291。  new window
45.洪月女、靳知勤(20080400)。科學寫作理論與教學之探討。課程與教學,11(2),173-191。new window  延伸查詢new window
46.Shanahan, T.、Shanahan, C.(2008)。Teaching disciplinary literacy to adolescents: Rethinking content-area literacy。Harvard Educational Review,78(1),40-59。  new window
47.Perfetti, C. A.、Stafura, J.(2014)。Word knowledge in a theory of reading comprehension。Scientific Studies of Reading,18(1),22-37。  new window
48.林清山、程炳林(19950600)。國中生自我調整學習因素與學習表現之關係暨自我調整的閱讀理解教學策略效果之研究。教育心理學報,28,15-57。new window  延伸查詢new window
49.Goodrich Andrade, Heidi(2000)。Using rubrics to promote thinking and learning。Educational Leadership,57(5),13-18。  new window
50.Montgomery, K.(2000)。Classroom rubrics: Systematizing what teachers do naturally。The Clearing House: A Journal of Educational Strategies, Issues and Ideas,73(6),324-328。  new window
51.Kiewra. K. A.、DuBois, N. F.、Christian. D.、McShane, A.、Meyerhoffer, M.、Roskelley, D.(1991)。Note-taking functions and techniques。Journal of Educational Psychology,83(2),240-245。  new window
學位論文
1.蔡正濱(2005)。國小數學科實作評量評分者一致性相關因素探討(碩士論文)。國立屏東教育大學。  延伸查詢new window
2.鄧名翔(2016)。科學文本閱讀之理解監測準確度對自我調節學習策略及閱讀理解表現的影響(碩士論文)。國立交通大學。  延伸查詢new window
3.鍾仲萱(2016)。記筆記與參考筆記對文本理解與論述表現的影響(碩士論文)。國立交通大學。  延伸查詢new window
4.Poulin, C. M.(2013)。Do rubrics improve students' metacomprehension accuracy?(碩士論文)。Kent State University。  new window
圖書
1.Ritchhart, Ron、Church, Mark、Morrison, Karin(2011)。Making thinking visible: How to promote engagement, understanding, and independence for all learners。Jossey-Bass。  new window
2.Wiggins, Grant、McTighe, Jay、賴麗珍(2008)。重理解的課程設計。心理。  延伸查詢new window
單篇論文
1.Huitt, W.,Hummel, J.(2003)。Piaget's theory of cognitive development. Educational Psychology Interactive,Valdosta State University。,http://www.edpsycinteractive.org/topics/cogsys/piaget.html, 。  new window
圖書論文
1.Perfetti, C. A.(1999)。Comprehending written language: A blueprint of the reader。The neurocognition of language。Oxford University Press。  new window
2.Peverly, S. T.、Wolf, A. D.(2019)。Note-taking。The Cambridge handbook of cognition and education。Cambridge University Press。  new window
 
 
 
 
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