• 沒有找到結果。

參考文獻

在文檔中 月相盈虧之概念改變 (頁 33-38)

王美芬(民 80 )。自然科錯誤概念之研究,台北市立師範學院學報,第22期, 367-400

王美芬(民 81 )。我國五、六年級學生有關月亮錯誤概念的診斷及補救教學策略的應 用,台北市立師範學院學報,第23期, 357-380 。

邱美虹(民 81 )。從“自我解釋"的建構模式來看範例在化學平衡解題中的角色,中 華民國第八屆科學教育研討會論文彙緝, 705-721 。

邱美虹、傅化文(民 82 )。分子模型與立體化學的解題,科學教育學刊,第一卷 第

二期, 161-188 。

邱美虹(民 82 )。科學教科書與概念改變,科教月刊,第 163期, 992-998 。

邱美虹(民的)。從“自我解釋"所產生的推論探究高中生化學平衡的學習,師大學

報,第 39 期。

姜滿(民 82 )。國小學童地球科學概念之理解,薑南師院學報,第 26期, 193-219 0

翁雪琴(民的)。探討國三學生對於「晝夜及四季」成因之ù智模式及其觀念改變的 歷程,國立台灣師範大學地球科學研究所碩士論文 O

陳英嫻(民的)。不同學習模式對學生學習『月相盈虧』之影響,國立台灣師範大學 地球科學研究所碩士論文。

A1vermann, D. E., & Hagt況, S. A. (1989). Comprehension of counterintuitive science text: Effects of prior kncwledge and text structure. Journal 01 Educational Re-search, 82, 4, 197-202.

Barke, H-D. (1993). Chemical education and spatial ability. Journal 01 Chemical Edu.

cation, 70, 12, 968-971.

B削凹, J. (1989). Children's understanding of familiar astronomical events.

Interna-542 師大學報第四十期

tional Joumal of Science Education, 11,502-513.

Ben-Zvi, R., Eylon,旦, & Silberstein, J. (1988). Theories, principles and laws. Educa-tion in Chemistry, May,紗-92.

Bishop, J. E. (1978). Developing students' spatial ability. The Science Teacher, 20-23.

Bodner, G. M., & McMillen, T. L. B. (1986). Cognitive restructuring as an early stage in problem solving, Joumal of R臼earch 的 Science Teaching, 23(8), 727-737.

Carey, S. (1985). Conceptual change in childhood. Cambridge, MA: MIT press.

Chi, M. T. H. (1992). Con臼ptual change within and across ontological categories: Ex.

amples from learning and discovery in science. In R. Giere (Ed.), Cognitive models of science: Minn臼ota sωdi白的 thephilosophy of science. Minneapolis: University

of 島1innesota Press.

Chi, M. T. 旺, Bassok, M., Lewis, M. W., Reimann, P. & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems.

Cognitive Science, 13, 145-182.

Chi, M. T. H. & Bassok, M. (1989). Learning from examples via self-explanations. In L.

B. Resnick (Ed.) 品的wing)eaming, andinstruction: Essays in honor of Robert Glaser (pp.251-282). Hillsdale, NJ: Erlbaum.

Chi, M. T. H., de Leeuw,瓜, Chiu, M. H., & LaVancher, C. (1991). The use of self-explanations as a learning tool. Learning Research and Development Center, Uni-versity of Pittsburgh, Pittsburgh, P A.

Chi, M. T. H., de Leeuw, N., Chiu, M. H., & LaVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18, 439-477.

Chi, M. T. H., Slott

a,

J. D., & de Leeuw, N. (1994). From things to pro臼sses: A

theo-可 of con臼ptual change for learning science concepts. Learning and Instruction:

The Joumal of the European Association for Rιsearch on Leaming and Instruction. 4,

月相盈虧之概念改變邱美虹、陳英嫻 548

27-43.

Chi, M. T. H. & VanLehn, K. A. (1991). The content of self-explanations, Joumal 01 the Leaming Sciences, 1, 1, 69-105.

Dai, M. F. & Capie, W. (1990). Misconceptions about the moon held by preservice teachers in Taiwan. ED 325 327.

Engestrom, Y. (1991). Non scolae sed 吋tae discimus: toward overcoming the encapsula-tion of schoollearning. Leaming and Instruction, 1, 243-259.

Frasson, C. & Kaltenbach, M. (1992). Strengthening the novice-expert shift using the self-explanation e旺'ect.Joumal of Artifical Intelligence in Education, 3(4), 477-493.

Gabel, D. L. & Sherw∞d, R. D. (1980). The effect of student manipulation of mole心

lar models on chemistry achievement according to Piagetian level. Joumal 01 Re-search in Science Teaching, 17, 1, 75-81.

Klein, C. A. (1982). Children's concepts of the earth and the sun: A cross cultural study. Science Education, 65(1), 95-107.

Lord, T. R. (1985). Enhancing the visuo-spatial aptitude of students. Joumal 01 Research

的 Science Teaching, 2月5) , 395-405.

Lord, T. R. (1987). Spatial Teaching. The Science Teacher, February. Macn曲,W.&

Johnstone, A. H. (1990). Spatial skills which contribute to competence in the bio-logical sciences. Joumal 01 Biological Education, 24(1), 37-41.

Macco旬, E.,

&

Jacklin, C. (1974). The psychology of sιd珈rences. Stanford, Ca li-fornia, Stanford University Press.

Macnab, W. & Johnstone, A. H. (1990). Spatial skills which contribute to ∞mpetence

in the biological sciences. Jourηal 01 Biological Education, 24(1), 37-41.

Orion, N., Ben-Chaim,缸, & Kali, Y. (1994). Relationship between earth scien臼 edu­

cation and spatial visualization. Paper presented for annual meeting of National

544 師大學報第四十期

Association for Research in Science Teaching, Anaheim, CA.

Pallrand, G. J. & Seeber, F. (1984). Spatial ability and achievement in introductory

Physi臼•Joumal of Research in Science Teaching, 22(5),507-516.

Philips, W. C. (1991). Earth science misconceptions. The Science Teacher, February, 21-23.

Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: toward a theory of con臼ptual change. Science Eduction, 66(2), 211-227.

Pribyl, J. R. & Bodner, G. M. (1987). Spatial ability and its role in organic chemistry: A study of four organic courses. Joumal of Research 的 Science Teaching. 24(3), 229-240.

Recker, M. M. & Pirolli, P. (1990). A Model of self-e叩lanation strategies of instruc-tional text and examples in the acquisition of programming skills. ED 318 79久

Rumelhard, D. E., & Norman, D. A. (1981). Accretion, tuning and restructuring:

Three modes of learning. Jn R. Klatsky & J. W. Cotton (Eds.) Semantic factOf古的

cognition. Hollsdale, NJ: Lawren臼 Eribaum Associates.

Sadl缸, P. M. (1987). Misconceptions in astronomy. Proceedings of the International Seminar on Misconception in Science and Mathematics. 422-425. Comell

Univer-si旬, lthaca, New York.

Schoon, K. J. (1989). Mis∞nceptions in the earth science: a cross-age study. ED 306 076.

Seddon, G. M., Eniaiyeju, P. A., & J凶oh, 1. (1984). 百le visualization of rotation in di-agrams of three-dimensional structures. American Education R臼earch Joumal. 21, 25-38.

Shepard, R. N. (1978). 四le mental image. American Psycholo~帥, 125-137.

Siemankowski,且, & MacKnight, F. (1971) Spatialωgnition: suc臼ss prognostricater in

月相盈虧之概念改變邱美虹、陳英嫻 645

colledge science courses. Joumal 01 College Science Teaching, 1,56-59.

Talley, L. H. (1973). The use of three-dimensional visualization as a moderator in the higher cognitive learning of concepts in college level Chemistry. Journal 01 Re-search in Science Teaching, 10(3), 263-269.

Targan, D. (1987). A study of ∞n臼ptual change in the content domain of the lunar phases. Proceedings of the International Seminar on Misconception in Science and Mathematics. 499-511. Comell Universi紗, Ithaca, New York.

VanLehn,瓦, Jones, R.旺, & Chi, M.T.H. (1992). A model of the self-e叩lanation ef-fect. Jouma/ of the Leaming Science, 2, 1-59.

Vosniadou, S. (1991). Designing curriωla for con∞ptual restructuring: Lessons from the study of knowledge acquisition in astronomy. 1. Curricu/ um sωdi,缸, 23(3), 219-237.

Vosniadou,缸, & Brewer, W. F. (1987). Theories of knowledge restructuring in devel-opment. Review 01 Education R臼earch,57, 51-67.

Za'Rour, G. 1. (1976). Interpretation of Natural Phenomena by Lebanese Schoo/ Chi/-dren. Science Education, 60(2), 277羽7.

Zoller, U. (1990). Students' misunderstanding and mis∞n臼ptions in college freshman chemistry (General and Organic), Jouma/ of R臼earch in Science Teaching, 27, 10, 1053-1065.

546 師大學報第四十期

在文檔中 月相盈虧之概念改變 (頁 33-38)

相關文件