Ahtee, M., & Varjola, I. (1998). Students’ understanding of chemical reaction. International Journal of Science Education, 20(3), 305-316. doi:10.1080/0950069980200304
Al-Kunifed, A., Good, R., & Wandersee, J. (1993). Investigation of high school chemistry students’
concepts of chemical symbol, formula, and equation: Students’ prescientific conceptions.
Retrieved from ERIC database. (ED376020)
Ardac, D., & Akaygun, S. (2004). Effectiveness of multimedia-based instruction that emphasizes representations on students’ understanding of chemical change. Journal of Research in Science Teaching, 41(4), 317-337. doi:10.1002/tea.20005
Bond, D. (1989). In pursuit of chemical literacy: A place for chemical reactions. Journal of
張欣怡、張淑苑、羅慶璋、洪振方 知識整合數位課程 177
Chemical Education, 66(2), 157-160. doi:10.1021/ed066p157
Brown, A. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of Learning Sciences, 2(2), 141-178.
doi:10.1207/s15327809jls0202_2
Chandrasegaran, A. L., Treagust, D. F., & Mocerino, M. (2009). Emphasizing multiple levels of representation to enhance students’ understandings of the changes occurring during chemical reactions. Journal of Chemical Education, 86(12), 1433-1436. doi:10.1021/ed086p1433
Chang, H.-Y., Quintana, C., & Krajcik, J. S. (2010). The impact of designing and evaluating molecular animations on how well middle school students understand the particulate nature of matter. Science Education, 94(1), 73-94. doi:10.1002/sce.20352
Chang, H.-Y., Zhang, Z. H., & Chang, S.-Y. (2014). Adaptation of an inquiry visualization curriculum and its impact on chemistry learning. The Asia-Pacific Education Researcher, 23(3), 605-619. doi:10.1007/s40299-013-0133-6
Chiu, J. L., & Linn, M. C. (2014). Supporting knowledge integration in chemistry with a visualization-enhanced inquiry unit. Journal of Science Education and Technology, 23(1), 37-58. doi:10.1007/s10956-013-9449-5
Cohen, J. (1960). A coefficient of agreement for nominal scales. Education and Psychological Measurement, 20(1), 37-46. doi:10.1177/001316446002000104
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ:
Lawrence Erlbaum Associates.
Davis, E. A. (2004). Knowledge integration in science teaching: Analyzing teachers’ knowledge development. Research in Science Education, 34(1), 21-53. doi:10.1023/B:RISE.0000021034.
01508.b8
Davis, E. A., & Krajcik, J. S. (2005). Designing educative curriculum materials to promote teacher learning. Educational Researcher, 34(3), 3-14. doi:10.3102/0013189X034003003
Driver, R., Squires, A., Rushworth, P., & Wood-Robinson, V. (1994). Making sense of secondary science-Research into children’s ideas. London, UK: Routledge.
Frailich, M., Kesner, M., & Hofstein, A. (2009). Enhancing students’ understanding of the concept of chemical bonding by using activities provided on an interactive website. Journal of Research in Science Teaching, 46(3), 289-310. doi:10.1002/tea.20278
Gabel, D. L., Samuel, K. V., & Hunn, D. (1987). Understanding the particulate nature of matter.
Journal of Chemical Education, 64(8), 695-697. doi:10.1021/ed064p695
Gabel, D. L., & Sherwood, R. D. (1983). Facilitating problem solving in high school chemistry.
178 知識整合數位課程 張欣怡、張淑苑、羅慶璋、洪振方
Journal of Research in Science Teaching, 20(2), 163-177. doi:10.1002/tea.3660200207
Gerard, L. F., Spitulnik, M., & Linn, M. C. (2010). Teacher use of evidence to customize inquiry science instruction. Journal of Research in Science Teaching, 47(9), 1037-1063. doi:10.1002/
tea.20367
Gilbert, J. K. (2008). Visualization: An emergent field of practice and enquiry in science education.
In J. K. Gilbert, M. Reiner, & M. Nakhleh (Eds.), Visualization: Theory and practice in science education (Vol. 3, pp. 3-24). Dordrecht, the Netherlands: Springer. doi:10.1007/978-1-4020- 5267-5_1
Greenbowe, T. J. (1994). An interactive multimedia software program for exploring electrochemical cells. Journal of Chemical Education, 71(7), 555-557. doi:10.1021/ed071p555
Harrison, A. G., & Treagust, D. F. (2000). Learning about atoms, molecules, and chemical bonds: A case study of multiple-model use in grade 11 chemistry. Science Education, 84(3), 352-381.
doi:10.1002/(SICI)1098-237X(200005)84:3<352::AID-SCE3>3.3.CO;2-A
Hesse, J. J., & Anderson, C. W. (1992). Students’ conceptions of chemical change. Journal of Research in Science Teaching, 29(3), 277-299. doi:10.1002/tea.3660290307
Johnstone, A. H. (1993). The development of chemistry teaching: A changing response to changing demand. Journal of Chemical Education, 70(9), 701-705. doi:10.1021/ed070p701
Krajcik, J. S. (1991). Developing students’ understanding of chemical concepts. In S. M. Glynn, R.
H. Yeany, & B. K. Britton (Eds.), The psychology of learning science (pp. 117-147). Hillsdale, NJ: Lawrence Erlbaum Associates.
Krajcik, J. S., Czerniak, C. M., & Berger, C. (1999). Teaching children science: A project-based approach. Boston, MA: McGraw-Hill College.
Levy, D., & Tinker, R. (2008, February). Links between dynamic representations of atomic-scale phenomena and molecular reasoning. Paper presented at the Chais Conference on Instructional Technologies Research, Raanana, Israel.
Linenberger, K. J., & Holme, T. A. (2015). Biochemistry instructors’ views toward developing and assessing visual literacy in their courses. Journal of Chemical Education, 92(1), 23-31. doi:10.
1021/ed500420r
Linn, M. C. (2006). The knowledge integration perspective on learning and instruction. In R. K.
Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 243-264). New York, NY:
Cambridge University Press. doi:10.1017/CBO9780511816833.016
Linn, M. C., Chang, H.-Y., Chiu, J. L., Zhang, Z., & McElhaney, K. (2011). Can desirable difficulties overcome deceptive clarity in scientific visualizations? In A. S. Benjamin (Ed.),
張欣怡、張淑苑、羅慶璋、洪振方 知識整合數位課程 179
Successful remembering and successful forgetting: A festschrift in honor of Robert A. Bjork (pp.
235-258). New York, NY: Psychology Press.
Linn, M. C., Davis, E. A., & Bell, P. (2004). Internet environments for science education. Mahwah, NJ: Lawrence Erlbaum Associates. doi:10.4324/9781410610393
Linn, M. C., & Eylon, B. S. (2006). Science education: Integrating views of learning and instruction.
In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (2nd ed., pp.
511-544). Mahwah, NJ: Lawrence Erlbaum Associates.
Linn, M. C., & Hsi, S. (2000). Computers, teachers, and peers: Science learning partners. Mahwah, NJ: Lawrence Erlbaum Associates. doi:10.4324/9781410605917
Lombard, M., Snyder-Duch, J., & Bracken, C. C. (2002). Content analysis in mass communication:
Assessment and reporting of intercoder reliability. Human Communication Research, 28(4), 587-604. doi:10.1093/hcr/28.4.587
Lynch, M. (1990). The externalized retina: Selection and mathematization in the visual documentation of objects in the life sciences. In M. Lynch & S. Woolgar (Eds.), Representation in scientific practice (pp. 153-186). Cambridge, MA: The MIT Press.
Organisation for Economic Cooperation and Development. (2013). PISA 2012 results in focus: What 15-year-olds know and what they can do with what they know. Retrieved from http://www.oecd.
org/pisa/keyfindings/pisa-2012-results-overview.pdf
Organisation for Economic Cooperation and Development. (2015). PISA 2015 draft science framework. Retrieved from http://www.oecd.org/pisa/pisaproducts/Draft%20PISA%202015%
20Science%20Framework%20.pdf
Shwartz, Y., Ben-Zvi, R., & Hofstein, A. (2006). The use of scientific literacy taxonomy for assessing the development of chemical literacy among high-school students. Chemistry Education Research and Practice, 7(4), 203-225. doi:10.1039/B6RP90011A
Slotta, J. D., & Linn, M. C. (2009). WISE science: Web-based inquiry in the classroom. New York, NY: Teachers College Press.
Stavridou, H., & Solomonidou, C. (1989). Physical phenomena-chemical phenomena: Do pupils make the distinction? International Journal of Science Education, 11(1), 83-92. doi:10.1080/
0950069890110108
Tasker, R., & Dalton, R. (2008). Visualizing the molecular world – Design, evaluation, and use of animations. In J. K. Gilbert, M. Reiner, & M. Nakhleh (Eds.), Visualization: Theory and practice in science education (pp. 103-131). Dordrecht, the Netherlands: Springer. doi:10.1007/
978-1-4020-5267-5_6
180 知識整合數位課程 張欣怡、張淑苑、羅慶璋、洪振方
The Design-Based Research Collective. (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5-8. doi:10.3102/0013189X032001005 Tversky, B., Morrison, J. B., & Betrancourt, M. (2002). Animation: Can it facilitate? International
Journal of Human-Computer Studies, 57(4), 247-262. doi:10.1006/ijhc.2002.1017
Van Driel, J. H., De Vos, W., Verloop, N., & Dekkers, H. (1998). Developing secondary students’
conceptions of chemical reactions: The introduction of chemical equilibrium. International Journal of Science Education, 20(4), 379-392. doi:10.1080/0950069980200401
Witte, D., & Beers, K. (2003). Testing of chemical literacy (chemistry in context in the dutch National examinations). Chemical Education International, 4(1), AN-3.
Wu, H.-K., Hsu, Y.-S., & Hwang, F.-K. (2010). Designing a technology-enhanced learning environment to support scientific modeling. Turkish Online Journal of Educational Technology, 9(4), 58-65.
Wu, H.-K., Krajcik, J., & Soloway, E. (2001). Promoting understanding of chemical representations:
Students’ use of a visualization tool in the classroom. Journal of Research in Science Teaching, 38(7), 821-842. doi:10.1002/tea.1033
Xie, Q., & Tinker, R. (2006). Molecular dynamics simulations of chemical reactions for use in education. Journal of Chemical Education, 83(1), 77-83. doi:10.1021/ed083p77
Zhang, Z., & Linn, M. C. (2008, June). Using drawings to support learning from dynamic visualizations. Paper presented at the 8th International Conference of the Learning Sciences, Utrecht, the Netherlands.
Zhang, Z., & Linn, M. C. (2011). Can generating representations enhance learning with dynamic visualizations? Journal of Research in Science Teaching, 48(10), 1177-1198. doi:10.1002/tea.20443 Zhang, Z. H., & Linn, M. C. (2013). Learning from chemical visualizations: Comparing generation
and selection. International Journal of Science Education, 35(13), 2174-2197. doi:10.1080/
09500693.2013.792971
張欣怡、張淑苑、羅慶璋、洪振方 知識整合數位課程 181
Journal of Research in Education Sciences 2015, 60(3), 153-181
doi:10.6209/JORIES.2015.60(3).06
Using a Knowledge-Integration-Based Digital Curriculum to Facilitate Scientific Literacy in
Learning Chemical Reactions