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題名：以閱讀科學文本教學模式提升高中生科學能力之探究
書刊名：科學教育學刊
作者：鄭立婷 引用關係／曾郁然／林煥祥／洪瑞兒
作者(外文)：Cheng, Li-ting／Tseng, Yu-jan／Lin, Huann-shyang／Hong, Zuway-r
出版日期：2022
卷期：30:3
頁次：頁217-239
主題關鍵詞：科學能力；評估與設計實驗；解釋科學現象；閱讀素養；Scientific ability；Evaluation and design experiment；Explaining phenomena scientifically；Reading literacy
原始連結：連回原系統網址new window
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期刊論文
1.Criswell, Brett(2012)。Framing inquiry in high school chemistry: Helping students see the bigger picture。Journal of Chemical Education，89(2)，199-205。  new window
2.Lin, Xiaodong、Lehman, James D.(1999)。Supporting learning of variable control in a computer-based biology environment: Effects of prompting college students to reflect on their own thinking。Journal of Research in Science Teaching，36(7)，837-858。  new window
3.Chi, Michelene T. H.、Siler, Stephanie A.、Jeong, Heisawn、Yamauchi, Takashi、Hausmann, Robert G.(2001)。Learning from human tutoring。Cognitive Science，25(4)，471-533。  new window
4.邱美虹、林秀蓁(20040600)。以CHILDES分析一對一科學教學活動中師生互動共建科學知識的行為表現。科學教育學刊，12(2)，133-158。new window  延伸查詢new window
5.羅廷瑛(20150600)。溝通式閱讀科學文本教學方案對國小四年級學生科學閱讀表現之影響。新竹教育大學教育學報，32(1)，93-126。new window  延伸查詢new window
6.李暉、郭重吉(20000800)。科學話語與科學概念之學習：以國中生理化課學習為例。科學教育，10，3-30。  延伸查詢new window
7.Sevian, H.、Talanquer, V.(2014)。Rethinking chemistry: A learning progression on chemical thinking。Chemistry Education Research and Practice，15(1)，10-23。  new window
8.張芬芬(20100400)。質性資料分析的五步驟：在抽象階梯上爬升。初等教育學刊，35，87-120。new window  延伸查詢new window
9.Temiz, B. K.、Taşar, M. F.、Tan, M.(2006)。Development and validation of a multiple format test of science process skills。International Education Journal，7(7)，1007-1027。  new window
10.Crujeiras-Pérez, B.、Jiménez-Aleixandre, M. P.(2017)。High school students' engagement in planning investigations: findings from a longitudinal study in Spain。Chemistry Education Research and Practice，18(1)，99-112。  new window
11.Topping, Keith J.(1998)。Peer Assessment Between Students in Colleges and Universities。Review of Educational Research，68(3)，249-276。  new window
12.Boardman, A. G.、Boelé, A. L.、Klingner, J. K.(2018)。Strategy instruction shifts teacher and student interactions during text-based discussions。Reading Research Quarterly，53(2)，175-195。  new window
13.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
14.Abd-El-Khalick, F.、BouJaoude, S.、Duschl, R.、Lederman, N. G.、Mamlok-Naaman, R.、Hofstein, A.、Niaz, M.、Treagust, D.、Tuan, Hsiao-Lin(2004)。Inquiry in science education: International perspectives。Science Education，88(3)，397-419。  new window
15.林信志、劉藍芳、洪啟昌(20170600)。國小校長專業發展實驗課程之探究：蘇格拉底對話法之應用。教育科學期刊，16(1)，131-156。new window  延伸查詢new window
16.Hwang, Gwo-Jen、Lai, Chiu-Lin、Liang, Jyh-Chong、Chu, Hui-Chun、Tsai, Chin-Chung(2018)。A long-term experiment to investigate the relationships between high school students' perceptions of mobile learning and peer interaction and higher-order thinking tendencies。Educational Technology Research and Development，66(1)，75-93。  new window
17.Cohen, Jacob(1988)。Set correlation and contingency tables。Applied Psychological Measurement，12(4)，425-434。  new window
18.仰威融、林淑梤(20200400)。運用PISA科學素養評量架構探討國中生物教科書中問題的特徵。教科書研究，13(1)，75-106。new window  延伸查詢new window
19.Arnold, J. C.、Kremer, K.、Mayer, J.(2014)。Understanding students' experiments: What kind of support do they need in inquiry tasks?。International Journal of Science Education，36(16)，2719-2749。  new window
20.van Riesen, S. A. N.、Gijlers, H.、Anjewierden, A.、de Jong, T.(2018)。The influence of prior knowledge on experiment design guidance in a science inquiry context。International Journal of Science Education，40(11)，1327-1344。  new window
21.Howe, Christine、Tolmie, Andy K.、Thurston, Allen、Topping, Keith J.、Christie, Donald、Livingston, Kay、Donaldson, Caroline、Jessiman, Emma(2007)。Group work in elementary science: Towards organisational principles for supporting pupil learning。Learning and Instruction，17(5)，549-563。  new window
22.Cheung, Derek(2011)。Teacher beliefs about implementing guided-inquiry laboratory experiments for secondary school chemistry。Journal of Chemical Education，88(11)，1462-1468。  new window
23.陳均伊(20100400)。高中學生參與物理人才培育課程的學習成效之研究。物理教育學刊，11(1)，23-43。  延伸查詢new window
24.Liger-Belair, G.、陳義裕(2016)。香檳泡泡的金色魔力。科學人知識庫，918。  延伸查詢new window
25.Woolley, J. S.、Deal, A. M.、Green, J.、Hathenbruck, F.、Kurtz, S. A.、Park, T. K. H.、Pollock, S. V.、Transtrum, M. B.、Jensen, J. L.(2018)。Undergraduate students demonstrate common false scientific reasoning strategies。Thinking Skills and Creativity，27，101-113。  new window
26.Arvidsson, T. S.、Kuhn, D.(2021)。Realizing the full potential of individualizing learning。Contemporary Educational Psychology，65。  new window
27.Bedford, S.、Legg, S.(2007)。Formative peer and self feedback as a catalyst for change within science teaching。Chemistry Education Research and Practice，8(1)，80-92。  new window
28.Bossér, U.、Lindahl, M.(2019)。Students' Positioning in the Classroom: a Study of Teacher-Student Interactions in a Socioscientific Issue Context。Research in Science Education，49，371-390。  new window
29.de Jong, Ton(2006)。Technological advances in inquiry learning。Science，312(5773)，532-533。  new window
30.Deng, Yang、Kelly, Gregory J.、Deng, Shili(2019)。The influences of integrating reading, peer evaluation, and discussion on undergraduate students' scientific writing。International Journal of Science Education，41(10)，1408-1433。  new window
31.Galloway, K. W.、Burns, S.(2015)。Doing it for themselves: Students creating a high quality peer-learning environment。Chemistry Education Research and Practice，16(1)，82-92。  new window
32.Gillies, Robyn M.(2019)。Promoting academically productive student dialogue during collaborative learning。International Journal of Educational Research，97，200-209。  new window
33.Levin, Joel R.(1982)。Pictures as prose-learning devices。Advances in Psychology，8，412-444。  new window
34.Reilly, C. M.、Kang, S. Y.、Grotzer, T. A.、Joyal, J. A.、Oriol, N. E.(2019)。Pedagogical moves and student thinking in technology-mediated medical problem-based learning: Supporting novice-expert shift。British Journal of Educational Technology，50(5)，2234-2250。  new window
35.Seng, M. G. J.、Hill, M.(2014)。Using a dialogical approach to examine peer feedback during chemistry investigative task discussion。Research in Science Education，44(5)，727-749。  new window
會議論文
1.黃茂在、陳文典、吳敏而(2012)。科學課堂之探究式教學實踐之關鍵因素探討。「永續教育發展：創新與實踐」2010國際學術研討會。國家教育研究院籌備處。162-179。  延伸查詢new window
圖書
1.Lemke, Jay L.(1990)。Talking science: Language, learning, and values。Ablex。  new window
2.National Research Council(1996)。National science education standards: Observe, interact, change, learn。National Academies Press。  new window
3.Organization for Economic Co-operation and Development(2006)。Assessing scientific, reading and mathematical literacy: A framework for PISA 2006。Organization for Economic Co-operation and Development。  new window
4.Wellington, Jerry、Osborne, Jonathan(2001)。Language and literacy in science education。Open University Press。  new window
5.National Research Council(2000)。Inquiry and the national science education standards: A guide for teaching and learning。National Academies Press。  new window
6.林煥祥、佘曉清(2017)。PISA 2015臺灣學生的表現。心理出版社。  延伸查詢new window
7.Glaser, Barney G.、Strauss, Anselm L.(1967)。The Discovery of Grounded Theory。Aldine。  new window
8.陳瑞麟(2004)。科學理論版本的結構與發展。臺北：國立臺灣大學。new window  延伸查詢new window
9.Kinneavy, James L.(1971)。A theory of discourse: The aims of discourse。Prentice-Hall, Inc.。  new window
10.National Research Council(2012)。Nutrient requirements of swine。National Academies Press。  new window
11.Organization for Economic Co-operation and Development(2017)。PISA 2015 science framework。Organization for Economic Co-operation and Development。  new window
12.Organization for Economic Co-operation and Development(2017)。PISA 2015 reading framework。Organization for Economic Co-operation and Development。  new window
圖書論文
1.King, N.(2012)。Doing template analysis。Qualitative organizational research: Core methods and current challenges。Sage。  new window
2.黃鴻博(2018)。科學閱讀的基本理念。讀+科學：科學閱讀教學36問。教育部國民及學前教育署。  延伸查詢new window
3.Organization for Economic Co-operation and Development(2019)。PISA 2018 reading framework。PISA 2018 Assessment and Analytical Framework。Organization for Economic Co-operation and Development。  new window
 
 
 
 
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