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題名:探討過程導向引導式探究學習模式對消弭大學生化學學習成效落差之影響
書刊名:人文社會科學研究. 教育類
作者:邱瑞宇王薪惠
作者(外文):Chiu, Juei-yuWang, Hsin-hui
出版日期:2022
卷期:16:1
頁次:頁53-77
主題關鍵詞:先備知識參與度過程導向引導式探究學習模式學習成效Prior knowledgeEngagementProcess-oriented guided-inquiry learningLearning outcomes
原始連結:連回原系統網址new window
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  • 共同引用共同引用:18
  • 點閱點閱:5
期刊論文
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3.鄭瑞洲、洪振方、黃台珠(20131200)。採用多元教學策略的非制式奈米課程對國中生情境興趣之促進。教育實踐與研究,26(2),1-28。new window  延伸查詢new window
4.Pike, G. R.、Kuh, G. D.、Gonyea, R. M.(2003)。The relationship between institutional mission and students' involvement and educational outcomes。Research in Higher Education,44(2),241-261。  new window
5.Chickering, A. W.、Gamson, Z. F.(1987)。Seven principles for good practice in undergraduate education。AAHE Bulletin,39(7),3-7。  new window
6.Astin, A. W.(1999)。Student involvement: A developmental theory for higher education。Journal of College Student Development,40(5),518-529。  new window
7.Hoz, R.、Bowman, D.、Kozminsky, E.(2001)。The differential effects of prior knowledge on learning: A study of two consecutive courses in earth sciences。Instructional Science,29,187-211。  new window
8.Choi, B. K.、Rhee, B. S.(2014)。The influences of student engagement, institutional mission, and cooperative learning climate on the generic competency development of Korean undergraduate students。Higher Education,67(1),1-18。  new window
9.Stohr-Hunt, P. M.(1996)。An analysis of frequency of hands-on experience and science achievement。Journal of Research in Science Teaching,33(1),101-109。  new window
10.Stocklmayer, S. M.、Rennie, L. J.、Gilbert, J. K.(2010)。The roles of the formal and informal sectors in the provision of effective science education。Studies in Science Education,46(1),1-44。  new window
11.Braxton, John M.、Milem, Jeffrey F.、Sullivan, Anna Shaw(2000)。The Influence of Active Learning on the College Student Departure Process: Toward a Revision of Tinto's Theory。The Journal of Higher Education,71(5),569-590。  new window
12.Williams, L. J.、Vandenberg, R. J.、Edwards, J. R.(2009)。Structural equation modeling in management research: A guide for improved analysis。The Academy of Management Annals,3(1),543-604。  new window
13.Fredricks, Jennifer A.、Blumenfeld, Phyllis C.、Paris, Alison H.(2004)。School engagement: Potential of the concept, state of the evidence。Review of Educational Research,74(1),59-109。  new window
14.Hsieh, Tzu-Ling(2014)。Motivation matters? The relationship among different types of learning motivation, engagement behaviors and learning outcomes of undergraduate students in Taiwan。Higher Education: The International Journal of Higher Education and Educational Planning,68(3),417-433。  new window
15.Pace, C. R.(1980)。Measuring the quality of student effort。Current Issues in Higher Education,2(1),10-16。  new window
16.Pike, G. R.、Killian, T. S.(2001)。Reported gains in student learning: Do academic disciplines make a difference?。Research in Higher Education,42(4),429-454。  new window
17.Yeh, T. K.、Tseng, K. Y.、Cho, C. W.、Barufaldi, J. P.、Lin, M. S.、Chang, C. Y.(2012)。Exploring the impact of prior knowledge and appropriate feedback on students' perceived cognitive load and learning outcomes: animation-based earthquakes Instruction。International Journal of Science Education,34(10),1555-1570。  new window
18.Richey, J. E.、Nokes-Malach, T. J.(2013)。How much is too much? Learning and motivation effects of adding instructional explanations to worked examples。Learning and Instruction,25,104-124。  new window
19.柯志恩、黃一庭(20100500)。圖像優於文字?--N世代學生認知發展之探究。教育研究月刊,193,15-23。new window  延伸查詢new window
20.劉湘瑤(2016)。科學探究的教學與評量。科學研習月刊,55(2),5-11。  延伸查詢new window
21.Loes, C.、Pascarella, E.、Umbach, P.(2012)。Effects of diversity experiences on critical thinking skills: Who benefits?。Journal of Higher Education,83(1),1-25。  new window
22.Ko, Jang Wan、Park, Sumee、Yu, Hyun Sook、Kim, Seon-Joo、Kim, Dong Min(2016)。The Structural Relationship between student engagement and learning outcomes in Korea。Asia-Pacific Education Researcher,25(1),147-157。  new window
23.McCormick, A.、Kinzie, J.、Gonyea, R. M.(2013)。Bridging research and practice to improve the quality of undergraduate education。Higher Education: Handbook of Theory and Research,28,47-92。  new window
24.黃明輝(20171200)。漸進式探究實驗以提升問題解決能力。大學教學實務與研究學刊,1(2),69-93。new window  延伸查詢new window
25.Hidi, Suzanne、Renninger, K. Ann(2006)。The Four-Phase Model of Interest Development。Educational Psychologist,41(2),111-127。  new window
26.Minderhout, V.、Loertscher, J.(2007)。Lecture-free biochemistry: A process oriented guided inquiry approach。Biochemistry and Molecular Biology Education,35(3),172-180。  new window
27.邱瑞宇(20200900)。社會科學議題導入教學對大學生學習成效之影響。人文社會科學研究. 教育類,14(3),59-83。new window  延伸查詢new window
28.Shen, B.、Chen, A.、Guan, J.(2007)。Using achievement goals and interest to predict learning in physical education。The journal of experimental education,75(2),89-108。  new window
29.Carini, R. M.、Kuh, G. D.、Klein, S. P.(2006)。Student engagement and student learning: Testing the linkages。Research in Higher Education,47(1),1-32。  new window
30.王進、曾偉、趙元聰、冷永祥、邱慧(2019)。以過程為導向的探究性學習模式在有機化學教學中的實踐應用。中國教育技術裝備,2019(10),66-68。  延伸查詢new window
31.Brown, S.(2010)。A process-oriented guided inquiry approach to teaching medicinal chemistry。American Journal of Pharmaceutical Education,74(7),1-6。  new window
32.Chase, A.、Pakhira, D.、Stains, M.(2013)。Implementing process-oriented, guided-inquiry learning for the first time: Adaptations and short-term impacts on students' attitude and performance。Journal of Chemical Education,90(4),409-416。  new window
33.De Gale, S.、Boisselle, L. N.(2015)。The effect of POGIL on academic performance and academic confidence。Science Education International,26(1),56-61。  new window
34.Ewell, P.(2006)。Applying student learning outcomes concepts and approaches at Hong Kong higher education institutions: Current status and future directions。National Center for Higher Education Management,54(2),1-21。  new window
35.Guo, J.(2018)。Building bridges to student learning: Perceptions of the learning environment, engagement, and learning outcomes among Chinese undergraduates。Studies in Educational Evaluation,59,195-208。  new window
36.Hanson, D.、Wolfskill, T.(1998)。Improving the teaching/learning process in general chemistry。Journal of Chemical Education,75(2),143-147。  new window
37.Hein, S. M.(2012)。Positive impacts using POGIL in organic chemistry。Journal of Chemical Education,89(7),860-864。  new window
38.Irwanto, I.、Saputro, A.、Rohaeti, E.、Prodjosantoso, A.(2018)。Promoting critical thinking and problem solving skills of preservice elementary teachers through process oriented guided-inquiry learning (POGIL)。International Journal of Instruction,11(4),777-794。  new window
39.Mayer, R. E.(2008)。Incorporating individual differences into the science of learning: Commentary on Sternberg et al. (2008)。Perspectives on Psychological Science,3(6),507-508。  new window
40.Ozden, M.(2008)。Improving science and technology education achievement using mastery learning model。World Applied Sciences Journal,5(1),62-67。  new window
41.Rege, P.、Havaldar, F.、Shaikh, G.(2016)。An effective use of POGIL in improving academic performance of students and their approach in organic chemistry。International Journal of Science and Research Methodology,4(1),45-61。  new window
42.Scheiter, K.、Gerjets, P.、Vollmann, B.、Catrambone, R.(2009)。The impact of learner characteristics on information utilization strategies, cognitive load experienced, and performance in hypermedia learning。Learning and Instruction,19(5),387-401。  new window
43.Şen, Ş.、Yılmaz, A.、Geban, Ö.(2015)。The effects of process oriented guided inquiry learning environment on students' self-regulated learning skills。Problem of Education in the 21st Century,66,54-66。  new window
44.Soltis, R.、Verlinden, N.、Kruger, N.、Carroll, A.、Trumbo, T.(2015)。Process-oriented guided inquiry learning strategy enhances students' higher level thinking skills in a pharmaceutical sciences course。American Journal of Pharmaceutical Education,79(1),1-8。  new window
45.Trevathan, J.、Myers, T.、Gray, H.(2014)。Scaling-up process-oriented guided inquiry learning techniques for teaching large information systems courses。Journal of Learning Design,7(3),23-38。  new window
46.Vanags, T.、Pammer, K.、Brinker, J.(2013)。Process-oriented guided-inquiry learning improves long-term retention of information。Advances in Physiology Education,37(3),233-241。  new window
47.Vincent-Ruz, P.、Meyer, T.、Roe, S. G.、Schunn, C. D.(2020)。Short-term and long-term effects of POGIL in a large-enrollment general chemistry course。Journal of Chemical Education,97(5),1228-1238。  new window
48.Vishnumolakala, V. R.、Southam, D. C.、Treagust, D. F.、Mocerino, M.、Qureshi, S.(2017)。Students' attitudes, self-efficacy and experiences in a modified process-oriented guided inquiry learning undergraduate chemistry classroom。Chemistry Education Research and Practice,18,340-352。  new window
49.Walker, L.、Warfa, Abdi-Rizak M.(2017)。Process oriented guided inquiry learning (POGIL) marginally effects student achievement measures but substantially increases the odds of passing a course。PLOS ONE,12(10)。  new window
會議論文
1.Corebima, A. D.(2007)。Learning strategies having bigger potency to empower thinking skill and concept gaining of lower academic students。The Redesigning Pedagogy: Culture, Knowledge and Understanding Conference,(會議日期: 2007, May),35-43。  new window
2.Prasetya, S. P.、Daryono、Murtedjo(2018)。The Effect of Teachingbooks and Prior Knowledge on Learning Outcome of Geography。The 1st International Conference on Social Sciences (ICSS 2018),440-445。  new window
圖書
1.Bloom, B. S.(1980)。All our children learning。New York, NY:McGraw-Hill。  new window
2.Johnson, D. W.、Johnson, R. T.(1998)。Learning together and alone: Cooperative, and individualistic learning。Boston, MA:Allyn & Bacon。  new window
3.Pascarella, E.、Terenzini, P.(2005)。How college affects students?: A third decade of research。San Francisco:Jossey-Bass。  new window
4.Hair, J. F. Jr.、Hult, G. T. M.、Ringle, C. M.、Sarstedt, M.、湯家偉(2016)。結構方程模式:偏最小平方法PLS-SEM。臺北市:高等教育。  延伸查詢new window
5.Bandura, A.、Wessels, S.(1997)。Self-efficacy: The exercise of self-control。New York:Freeman。  new window
其他
1.Process Oriented Guided Inquiry Learning(2015)。What is POGIL?,https://pogil.org/about。  new window
圖書論文
1.Pascarella, E. T.(1985)。College environmental influences on learning and cognitive development: A critical review and synthesis。Higher education: Handbook of theory and research。New York, NY:Agathon Press。  new window
2.Dochy, F. J. R. C.(1996)。Assessment of domain-specific and domain-transcending prior knowledge: Entry assessment and the use of profile analysis。Alternatives in assessment of achievements, learning processes and prior knowledge。Springer。  new window
3.Moog, R. S.、Spencer, J. N.(2008)。POGIL: An overview。Process oriented guided inquiry learning (POGIL)。Franklin and Marshall College。  new window
4.Sarstedt, Marko、Ringle, Christian M.、Hair, Joseph F.(2017)。Partial least squares structural equation modeling。Handbook of Market Research。Springer。  new window
 
 
 
 
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