CMC
ӧߦჴಞ௲ৣޕૈԋߏϐᔈҔ
݅ഩञ* Ц୯**
*
ᆵύៈࣽᏢਠ **ᄆϯৣጄεᏢࣽᏢ௲ػࣴز܌
kein@ntcnc.edu.tw
sukhua@sciedu.ncue.edu.tw
ᄔा
ҁࣴزЬाа Bransford, Brown, ک Cocking ܌ගрϐ௲ৣགྷޑᏢಞᕉნ--Learner Centeredǵ Knowledge Centered ǵ Assessment Centered ǵ Community Centered ࣁ ࢎ ᄬ [8] Ǵ ၮ Ҕ Computer-mediated Communication (CMC)πڀӵ ᆛၡࣴಞፐำǵጕፕǵঁΓᆛ।ᐕำᔞਢǵBlog ᔼঁჴಞ௲ৣᆛၡᏢಞޗဂǴаයૈගϲځ ௲ৣޕૈǶୖᆶࣴزޑჴಞ௲ৣӅԖ 65 ՏǴ ϩձٰԾғނ௲ػࣴز܌ǵғނسᔈۛғϷ௲ ػᏢϩǶၸ߈ԃޑჴࡼǴ่݀วǺ(1)ε ҽޑჴಞ௲ৣᑈཱུୖᆶ CMC ܌ගٮޑӚ୍ܺǹ (2)ჹ٬Ҕ CMC πڀޑགڙǴჴಞ௲ৣΨӭ҅य़ ޑ࣮ݤǹ(3)εҽჴಞ௲ৣԾຑޕૈӧჴಞ ࡕԖᡉৡ౦Ƕ ᜢᗖຒǺCMCǵჴಞ௲ৣǵޕૈԋߏ
Abstract
The purpose of the study was to establish a web-based learning community according to Bransford et al. perspectives on learning environments[8]and to examine its influence on practice teachers’ professional development. Sixty-five practice teachers, coming from different study levels, participated in this study.
The research findings are as follows:
1. The major part practice teacher positively participates in each service which CMC provides. 2. Most of the practice teachers claimed that they get
support and benefits by using CMC tools. 3. The practice teachers considered the CMC system
helpful for supporting their professional development.
Keyword: CMC, The practice teacher, Professional development
1.
ق
௲ৣಃԃޑ௲Ꮲᡍ೯தቹៜ௲ৣ҂ ٰޑ௲ᏢኳԄǴӢԜჴಞٗԃޑ௲ᏢԋфᆶցǴ ᡉளѦख़ाǶGratch ࡰрǴಃԃޑ௲ᏢڀԖଯ ࡋޑࡷᏯ܄ǴЪಃԃޑ௲Ꮲᡍჹ௲ৣঁ௲ᙍ ғఱޑ௲Ꮲჴ୍کᄊࡋԖख़εޑቹៜ[12]Ƕҗܭΐ ԃೣፐำ߯аȨፐำᆜाȩڗжȨፐำྗȩǴ फ़եჹፐำჴࡼޑೕጄᆶज़ڋǴаပჴፐำϐ ௲ػׯॠҞޑǴᡣ௲ৣӧೕჄፐำԖ׳εޑԾЬ ޜ໔ǶΨҗܭԴৣޑԾЬޜ໔ቚуΑǴ܌аय़ჹޑ ௲ᏢୢᚒΨቚуΑǶӢԜǴӧय़ᖏ೭ኬޑׯᡂਔǴ ௲ৣ൩ѸόᘐӦᏢಞǴкჴǴωૈଛӝࡹ۬ ࡹޑ௲ػׯॠ[1]Ƕ ࣁගܹ௲ৣޕૈǴځགྷޑᏢಞᕉნᔈԵ ቾѤঁচ߾ǴջᏢಞޣࣁύЈȐLearner Centeredȑǵ ޕࣁύЈȐKnowledge CenteredȑǵຑໆࣁύЈ ȐAssessment CenteredȑǵޗဂࣁύЈȐCommunity Centeredȑ[8]Ƕ߈ԃٰǴၗૻࣽמޑᑫଆǴаႝတ ࣁύϟޑྎ೯ȐCMCȑ҅ёගٮ೭ኬޑᐒǶ࣬ᜢ ࣴزࡰрǴCMC܌ගٮޑᆛၡᏢಞᕉნǴፏӵ٬Ҕ ӕᆶߚӕፕπڀǴᡣޗဂԋ໔Չፕ [23]ǵҔEmailኗቪϸࡘВᇞ[18]ǵᇙբᆛၡϯᐕำ ᔞਢ[10]Ǵჹ௲ৣԋߏԖჴሞޑᔅշǶCMC аᏢಞޣࣁύЈǵᙦޑᆛၡၗྍǵӕᆶߚӕ ϕჹ၉πڀǵаϷόڙਔޜज़ڋޑ܄Ǵёа ࡌᄬঁ಄ӝBransfordΓ܌යఈޑ௲ৣᏢ ಞޗဂǴᡣϩණӚӦޑ௲ৣёаҬඤૻ৲کᕇளЍ Ǵᡣ௲ৣёаՉჹ၉ϕϷϩ٦௲Ꮲၗྍǵϩ ٦௲ᏢᡍǴ٠ଓঁΓޑԋߏǶ ҁࣴز၂ၮҔ CMC πڀӵ E-BioPCK Ꮲಞ ᆛǵጕፕǵঁΓᆛ।ᐕำᔞਢǵBlog ᔼ ঁаᏢಞޣǵޕǵຑໆǵޗဂࣁύЈޑჴಞ௲ ৣᆛၡᏢಞޗဂǴᙖаځჹޕૈϐቹៜǶ ҁࣴزޑҞޑԖΒǺ (1)ჴಞ௲ৣ٬Ҕ CMC ޑཷݩϷགڙǶ (2) CMC ჹჴಞ௲ৣޕૈϐቹៜǶ2.
Ў
2.1௲ৣԋߏ ௲ৣࡰޑࢂϙሶګǻҞᗨฅᗋؒԖ ठޑཀـǴόၸǴදၹௗڙޑགྷݤ൩ࢂ Shulman ܌ගрޑΎ௲ৣሡڀഢޑޕǴхࡴᏢࣽϣޕ ǵ௲ᏢޕǵፐำޕǵᏢࣽ௲ᏢޕǵᏢ ಞޣ܄ޑޕǵ௲ػნޕǵ௲ػޑҞǵҞ ޑǵሽॶϷ௲ػণᏢᆶᐕўޑޕ[19][20]ǶԶ௲ ৣޑԋߏǴ Kagan ࡰр௲ৣӧ௲ᏢՉࣁǵޕ ǵߞۺаϷ࣮ݤޑׯᡂջࢂ௲ৣԋߏ [13]ǶՖⵔฐ߾߄ҢǴԋߏࢂࡰ௲ৣӧ௲Ꮲޕ ǵ௲Ꮲߞۺǵޗဂᜢ߯όᘐޑՉԾךϸ࣪Ǵ аගଯ௲Ꮲࠔ፦ϐᄊԶុޑԋߏᐕำ[2]Ƕऍ୯ ୯ৎࣴزہ߾ஒ௲ৣԋߏྗϩԋѤ Ǻ௲ৣޑᏢࣽޕૈΚȐӵ௲ৣޑࣽᏢᏢಞ ᡍȑǵᏢࣽ௲ᏢૈΚȐӵΑှᏢғሡǴޕ ߄ቻǴϷࣽᏢ௲ᏢޑמૈȑǵಖيᏢಞૈΚȐӵ ϸ࣪ǵࣴزǵঅȑǵᆶᏢಞޗဂϕޑૈΚ ϐԋߏ[15]ǶᡉฅǴޕǵϸ࣪ૈΚǵޗဂ໔ ޑϕࢂ௲ৣԋߏޑѸഢाનǶ௲ৣࢂ௲ػׯॠԋфᆶցޑᜢᗖǴӵՖߦ௲ ৣ ԋ ߏ Ծ ฅ ࢂ ৣ ၗ ػ ޣ २ ा ϐ Һ ୍ Ƕ BransfordΓ߾ᇡࣁǴ௲ৣޑᏢಞ൩ӵӕᏢғޑᏢ ಞǴࣁԖਏගܹ௲ৣޕૈǴৣၗػޣᔈթ ঁаᏢಞޣࣁύЈȐLearner Centeredȑǵޕࣁ ύ Ј Ȑ Knowledge Centered ȑ ǵ ຑ ໆ ࣁ ύ Ј ȐAssessment CenteredȑǵޗဂࣁύЈȐCommunity CenteredȑޑᏢಞᕉნǹBransford Γ٠ࡌǴ೭ ኬޑᏢಞᕉნёаၸၗૻࣽמǴҭջаᆛၡᏢಞ ޑБԄٰჴ፬ǶаᏢಞޣࣁύЈޑᢀۺǴமፓޑࢂ ঁؼӳޑᏢಞᕉნѸԵໆᏢಞޣޑᏢಞ॥ ǵᄊࡋϷ፦ǴѸᕕှᏢಞޣޑӃഢޕ[8]Ǵ Ψ൩ࢂᏢಞޣࢂаԾςޑᡍǵচԖޑޕǵᑫ ፪ǵߞۺբ୷ᘵǴٰᕕှፐ࠻ύ܌ගٮޑૻ৲Ǵ ٠ݤکচԖޑޕՉКჹǵೱ่ǴԶౢғཀ ကǴԋࣁཥޑޕ[17][22]ǹঁаᏢಞޣࣁύЈ ޑᏢಞᕉნૈᡣᏢಞޣ׳ૈඓඝᏢಞޑБӛǵ ᡯǵϷᏢಞࠩǶаޕࣁύЈޑᢀۺ߾ࢂᇡࣁǴ ᔈගٮᏢಞޣᆶნϕޑᐒǴ٠ૈၸᢀჸǵ ᏹբǵፕᕇڗޕǴԜᢀᗺᆶნᇡޕፕЬ ޕࢂᏢಞޣᆶნϕޑౢނǴځҁ፦ుڙ ࢲǵޗે๎ϷЎϯޑቹៜǴঁᡏѸيܭޕ ܌ӧޑნǵࢲ܈ޗဂύǴၸᢀჸǵኳүǵ ϷೱՍޑჴሞࢲǴၸόᘐޑ၂ᡍǵǵᏹ ǵϸࡘϷঅ҅ޑᐕำǴωૈᅌඓඝՐޕ܈מ ૈޑཀက[9]όᒉԶӝǶаຑໆࣁύЈޑཷۺǴ߾ࢂ ࡰঁૈගٮԖਏ௲ᏢޑᏢಞᕉნѸૈкҔၮ Ҕԋ܄ຑໆǴаૈӧ௲ᏢၸำύុӦ๏ϒᏢಞ ޣӣ㎸(feedback)ǴϷόᘐӦᅱᏢಞޣޑ߄Ǵ ԶගϲᏢಞਏ[8]ǶԶаޗဂࣁύЈޑۺ߾மፓ ௲ৣΨࢂᏢಞޣǴӧᏢಞၸำύΨࢂុ٠Ьࡌ ᄬჹ௲ᏢᆶᏢಞޑᢀᗺǴฅԶ௲ৣޑԋߏ٠ค ݤᐱԾӦՉǴሡाځд௲ৣᆶᕉნޑЍǴԶග ٮ௲ৣӕᏆଞჹ௲ᏢᆶᏢಞޑᡍౢғϕޑᐒ ᆶᕉნǴஒԖշܭ௲ৣޕૈޑගܹ[8][16]Ƕ 2.2 CMCᆶ௲ৣᆛၡᏢಞޗဂ
ᆛၡᏢಞޗဂ(Web-Based Learning Community) ࢂࡰဂΓ୷ܭӅӕޑགྷᆶᜫඳǴӧᆛၡᙖҗ ፕǵྎ೯ǵϕǵӣ㎸ǵǵᒌ၌ǵϩ٦ǵග ٮǵҬඤǵӝբǵ܈ཛྷ൨ޑၸำǴՉၗྍӅ٦ǵ ၗૻࢬ೯ǵޕϩ٦ǵޕബǵᡍҬඤǵག ҬࢬޑࢲǴԶӅӕᏢಞᆶԋߏ܌ԋޑᔕᏢ ಞᕉნ[6]ǶࢂࡺǴ௲ৣᆛၡᏢಞޗဂࢂဂ௲ৣࣁ Ӆ٦௲ᏢޑޕǵᡍϷၗྍǴϷᕇڗനཥ௲ ᏢၗૻǴԶှ،௲ᏢޑୢᚒǴගܹ௲Ꮲࠔ፦Ǵ ٠ߦ௲ৣԋߏǴ܌ᔼޑঁޕޗဂǶ߈ ൳ԃٰǴၗૻࣽמޑᑫଆǴCMC ࣁ௲ৣԋߏ ගٮΑঁཥޑࠨᐒǴ៝ӜࡘကǴCMC ࢂаႝတ ࣁ൞ϟޑྎ೯ǴᙖႝတᆛၡޑᒡسǴՉӚ ᅿኞޑࢲ[21]ǴځаᏢಞޣࣁύЈǵᙦޑᆛ ၡၗྍǵӕᆶߚӕϕჹ၉πڀǵаϷόڙਔ ޜज़ڋޑ܄ǴаϷ܌٬Ҕޑᆛၡྎ೯πڀӵፕ ހǵಠϺ࠻ǵթឯǵe-mailǵຎૻسǴ ҅ёࣁ௲ৣࡌঁᆛၡޑᏢಞޗဂǶ ࠖՕεᏢԐӧ 1989 ԃ൩ς໒ۈՉঁӜ ࣁ BTCN(Beginning Teacher Computer Network)ޑ ीჄǴᙖҗᆛၡ೯ૻගٮཥ௲ৣғࢲϷ௲Ꮲޑ Ѝ ජ [14] ǹ ऍ ୯ ࣽ מ ௲ ػ ࣴ ز ύ Ј Ȑ Technical Education Research CenterǴTERCȑ܌วޑ LabNet ीჄǴ߾ࢂӧᆛၡࣁ௲ৣ໒៘ኧঁόӕᏢࣽޑ ፕހय़Ǵӵғނ/ғڮࣽᏢǵϯᏢǵނǴᡣٰԾ ऍ୯ӚԀޑ௲ৣૈၸᆛၡϩ٦۶Ԝޑ௲Ꮲᡍ ϷЈள[11]ǹԶҗऍ୯ૈྍȐU.S. Department of Engeryȑ܌วޑ LSTPD ीฝ(The Laboratory Science Teacher Professional Development
program)ǴΨࢂ׆ఈࣽᏢکኧᏢ௲ৣૈၸᆛၡࣽ מکࣽᏢৎϕǴауமځᏢࣽޕکࣽᏢޑࣴز ᡍǴ٠ᙖаЇᏤኧ௲ৣॺჹࣽמШࣚޑှǶ ӧ୯ϣǴWang Γࣁғނࣽᙍ௲ৣǵӧᙍ௲ৣ ी ঁ 5C Ȑ Content ǵ Communication ǵ CollaborationǵCommunityǵConstructionismȑޑᆛ ၡᏢಞᕉნǴҞޑΨࢂӧᔼঁᏢಞޗဂǴᔅշ ࣽᏢ௲ৣ׳ཥ௲Ꮲޕǵϩ٦௲ᏢᡍǵаϷଓ ঁΓޑԋߏ [23]Ƕӧ 1999 ԃԋҥޑ SCTNet ȐSmart, Creative TeachersȑǴᙖҗᆛၡගٮঁ௲ ৣϕᏢಞޑᕉნǴᡣ௲ৣၸջਔޑޕϩ٦ᆶ ϕǴߦၠਠǵၠӦύλᏢ௲ৣޑ௲Ꮲᡍϩ ٦Ƕ2001 ԃӧύѧεᏢҥޑ٥ڑѱϻηᏢଣǴୖ ᆶޑ௲ৣёᙁܰӦࡌҥભᆛ।ǵጕࣴಞঅǵ ௲ਢᇙբϩ٦ǵ၂ᚒҬඤǵჹ၉ᆶᡍҬ ࢬ༜ӦǶҗॊၗᡉҢǴၸ CMC ޑᇶշǴ ёаബӚᅿ௲ৣᏢಞޗဂǴᡣϩණӚӦޑ௲ ৣёаҬඤૻ৲کᕇளЍǴаϷՉჹ၉ϕϷ ϩ٦௲ᏢၗྍǴԶߦځޕૈޑගܹǶ
3.
ࣴزБݤ
3.1ࣴزჹຝ ࣴزჹຝࣁ 65 Տჴಞ௲ৣǴζ܄Ԗ 37 ՏǴت ܄Ԗ 28 ՏǶځύ 19 ՏԾғނ௲ػࣴز܌ǵ19 Տࣁғނسᔈۛғǵ27 Տܭ௲ػᏢϩ่Ƕ ࣴزჹຝ܌ϩวޑჴಞᏢਠၹթӄᆵӚӦǴӧ୯ύ ჴಞޑԖ 23 ՏǴଯύޑԖ 41 ՏǵଯπޑԖ 1 ՏǶ ჴಞ௲ৣӧεᏢය໔֡অಞၸႝတ࣬ᜢ୷ᘵፐ ำǴӢԜ֡ڀഢԖᆛǵᇙբᆛ।୷ҁૈΚǶ 2.2 ࣴزी ࣴزჹຝܭ 2004 ԃΎДҽ໒ۈϩวԿӚ୯ଯ ύᏢਠǴௗڙࣁයԃޑჴಞǶჴಞϣхࡴ௲Ꮲ ჴಞǵᏤৣჴಞǵՉࡹჴಞǵࣴಞࢲѤঁҞǴ ନԜϐѦǴჴಞ௲ৣঁДᔈ߇ӣৣၗػᏢਠ Չ߇ਠ০ፋǴ০ፋϣхࡴಡ᠋ৎϷၗు௲ৣޑ ᚒᄽᖱǵჴಞޑЈளᆶᡍϩ٦ǹঁᏢය ჴಞࡰᏤ௲ډӝբޑჴಞᏢਠǴᢀჸჴಞ௲ৣ ϐ௲ᏢǴϷځჴಞޑݩǴа๏ϒѸाޑڐշǶӧಃΒᏢයǴৣၗػი໗ᗋӼ௨ኳᔕᅩ၂Ϸϩ௲ ᏢᢀነࢲǴᡣჴಞ௲ৣӧӕᏆϐᄽҢғނ௲ ᏢǴ٠ௗڙৎȐ௲Ϸၗుӧᙍ௲ৣȑޑຑղᆶ ࡌǶ ӧ CMC ޑၮҔБय़ǴЬाа Bransford Γ܌ ගрޑཷۺࣁࢎᄬǴࡌঁჴಞ௲ৣޑᆛၡᏢಞ ޗဂǴځЬाਡЈϩձᇥܴӵΠǺ 1.аჴಞ௲ৣࣁύЈǺ ᏢޣࡰрǴᏢಞᔞਢࢂаᏢғࣁύЈǴૈᔈ ঁձৡ౦ǴᏢғёаਥᏵځૈΚǵᑫ፪کᏢಞ॥ ٰځᏢಞޑԋ൩[3][7]Ƕᐕำᔞਢനεᗺӧ ܭҗᏢғගٮૈܴԾρᏢಞԋ݀ޑᏧǴᏢғѸ ԾךຑǴԶຑፕԾρޑᏢಞ่݀[5]Ƕୖᆶ ҁࣴزޑჴಞ௲ৣǴӧԃޑჴಞය໔Ǵ֡ሡࡌ ঁΓޑჴಞᐕำᆛઠǴ၀ԋᕮ՞ჴಞᕴԋᕮޑ 20%ǶᆛઠϣхࡴȨჴಞᏢਠȩϷȨჴಞᐕำᔞ ਢȩٿεϩǶȨჴಞᏢਠȩϩࣁཷݩǵࡰᏤৣ ߏϷᏢਠၗྍǴևځჴಞᏢਠཷݩǵ၀ਠϐਠ༜ ғނၗྍǵໂβ௲ǹȨჴಞᐕำᔞਢȩ߾ϩࣁ ჴಞǵ௲ᏢჴಞǴჴಞ௲ৣҢځঁΓၗǵ ғނ௲ᏢЈளǵӝբᏢಞϐ௲Ꮲౣჴࡼᡍǵᚒ ǵ௲Ꮲ൞ᡏ[4]Ƕҁࣴزი໗٠ගٮᐕԃ܌ᇶᏤϐ ჴಞ௲ৣޑჴಞᐕำᆛઠǴᡣҁۛჴಞ௲ৣᢀነǴ ჴಞᇶᏤ௲Ψόۓයޑᔠ᎙ჴಞᐕำᔞਢǴ٠ܭ ჴಞ௲ৣ߇ਠ০ፋਔǴ๏ϒӣ㎸ᆶࡰᏤǶ 2.а௲ৣޑޕࣁύЈǺ а௲ৣޑޕࣁύЈޑᏢಞᕉნЬाࢂ ࡌᄬӧ Shulman ޑΎ௲ৣሡڀഢޑޕǶҁࣴ زஒᏢࣽৎӝϐғނ௲ᏢનǴࡌ௲Ꮲޕ Ǵ٠ගٮጕਢٯᢀነϷፕހǴᡣჴಞ௲ৣૈ җᆛሞᆛၡᕇளཥޑ௲ᏢၗૻǴ٠ගрୢᚒᆶӕ Ꮖ܈ᇶᏤ௲ဂྎ೯ፕǴᙖаׯԾρޑ௲Ꮲ ۺǴวԾρޑ௲ᏢౣǴаΠϩॊϐǶ (1)ᆛၡፐำࣴಞ E-BioPCK ᏢಞᆛǺჴಞϐ ߃Ǵჴಞ௲ৣ൩ाຼԿϿȨԾฅᆶғࢲࣽ מᆛၡፐำԛǴࣴಞϣԖΐԃೣȨԾฅᆶғ ࢲࣽמȩፐำǵԾฅࣽᏢ࣬ᜢፐำȐғނǵϯǵ ӦࣽȑǵࣽᏢ௲ػ࣬ᜢፐำǵϷໂβ௲ጓቪǵᏢ ਠҁՏፐำᆶ௲Ꮲኳಔ໒วǵ௲Ꮲౣϟಏǵ௲Ꮲ ຑໆౣ࣬ᜢᆛઠၗྍǶჴಞԴৣѸόۓਔޑ ᆛ᎙᠐Ǵ܈ΠၩᔞਢǴ٠ஒϐӝԿ௲ਢ܈௲Ꮲ ीჄϐύǶǶ (2)ϕፕǺᆛၡፐำ٠ගٮӕᆶߚӕ ፕǴаϷЬᚒԄፕǶჴಞԴৣϩණѠӚӦǴ ࣁᡣૈӧӕਔ໔ᐟᕏ۶ԜޑགྷݤǴፕޑБԄࢂ ٩ӚঁࡰᏤ௲ဂՉϩಔǴ٩ሡाόۓයޑՉ ӕ ܈ ߚ ӕ ፕ Ƕ Ь ा ၮ Ҕ http://dlearn.ncue.edu.tw܌ගٮޑፕހфૈǴፕ ᚒЬाࣁԾวԄǴჴಞ௲ৣѸόۓਔጕ߄ၲ Ծρޑ࣮ݤǶ (3)ᆛၡਢٯ௲ᏢᢀነǺа௲ᏢౣࣁЬືǴ ܭᆛၡࡌΖঁ่ӝЎӷǵቹТᆶࡘԵ܄ୢᚒޑ ௲ᏢਢٯǴၮҔᆛၡӕᆶߚӕፕޑфૈǴբ ࣁᇶᏤჴಞ௲ৣ௲ᏢޕૈϐౣǴቹޑЬᚒ хࡴԖӝբᏢಞǵཷۺკޑၮҔǶჴಞ௲ৣεऊ Βຼ൩ाᢀነঁਢٯǴฅࡕᆶჴಞࡰᏤ௲ऊ ۓਔ໔ጕՉဂಔፕǴаϷஒᢀነЈளᒵӧ BlogǶ 3.аຑໆࣁύЈǺ BransfordΓࡰрǴаຑໆࣁύЈޑᏢಞᕉნ ѸගٮᐒᡣᏢಞޣᒿਔૈᔠෳᏢಞ܌ளϷௗ ڙӣ㎸ǴᙖаᕕှԾρᏢಞޑϷᕕှԾρ ᏢಞᒱᇤǶ٠ЪᔈᔅշᏢಞϸ࣪ࡘԵǴаዂమགྷ ݤǵׯ҅ࡘཷۺǶҁࣴزࢎঁ Blog ѳѠǴ ᡣჴಞԴৣӧᇻᆄёаஒ௲ᏢჴಞǵᏤৣჴಞǵՉ ࡹჴಞϷࣴಞࢲޑЈளᒵӧ Blog Ǵ٠ᙖҗ ӕᏆޑ࣬ϕៜǴᆶ௲ޑຑکᙚǴຑໆԾρ ӧჴಞၸำύޑ܌ࡘ܌ளǶჴಞ௲ৣୖԵৣၗػ ი໗܌ᔕुޑਔ໔߄ࡪਔኗቪϸࡘЈளǴϣхࡴ ԖǺ(1)௲ᏢჴಞǺـಞჴಞᇶᏤԴৣޑ௲ᏢЈளǵ ᢀነӕಔჴಞ௲ৣޑ௲ᏢЈளǵᢀነڂጄ௲Ꮲਢٯ Јளǵ௲Ꮲჴಞޑϸ࣪ǵ௲ᏢीჄޑጓቪǵ௲Ꮲೖ ຎЈளǹ(2)ᏤৣჴಞǺᏤৣჴಞޑϸ࣪ǵВதԾך ϸࡘᒵǹ(3)ՉࡹჴಞǺՉࡹჴಞޑϸ࣪ǵВதԾ ךϸࡘᒵǹ(4)ࣴಞࢲǺࣴЈளǵ߇ਠ০ፋ ЈளǶ ௲܈ӕᏆᒿਔଞჹϣϒаៜ܈ຑǴӕ ਔ௲ΨஒၨࣁᙦޑϸࡘЎകᙚ๏܌Ԗޑ ჴಞ௲ৣǹќѦǴࣴزޣДଞჹДӧ Blog ޑЎകኧໆՉीǴࡌଅࡰኧ௨ՉᄦǵΓ ࡰኧ௨Չᄦǵϕࡰኧ௨ՉᄦǴ٠ܭД߇ਠ ০ፋਔϒаዛ፞ǴаႴᓰჴಞ௲ৣӧ Blog ኗቪ ϸࡘВᇞǶӆޣǴࣁΑᡣ௲܈ჴಞ௲ৣૈՉջ ਔޑៜǴךॺճҔ SharpReader ೭ঁ೬ᡏջਔ܄ ޑௗԏჴಞ௲ৣӧ Blog ܌ว߄ޑЎകǴයૈ ၸ Blog ᕉნϷ࣬ᜢౣǴቚуჴಞ௲ৣϸ࣪ޑԛ ኧǴ٠ၸԾךຑໆǵӕᏆຑໆޑБԄǴߦځ ޕૈޑวǶ 4.аჴಞ௲ৣޗဂࣁύЈ ҁࣴزаჴಞ௲ৣࣁύЈԋᆛၡޗဂǴᇶа εᏢᇶᏤ௲ဂϷኧՏၗు௲ৣǴ٠ࡌԖғނࣽ ௲ᏢၗǵጕፕǵBlog ϸࡘѳѠǶޗဂ ԋၸ e-mailǵፕȐхࡴፐำፕǵЬᚒ ፕǵጕӕፕȑǵಠϺ࠻ᆶঁΓᆛઠᢀነ ीǴቚуޗဂԋϕᆶၗྍϩ٦Ƕ 3.3 ࣴزπڀ 3.3.1 CMCᕉნ ҁࣴز܌ගٮޑ CMC ᕉნЬाх֖ᆛၡࣴಞ ፐำȐӵკ 1ȑǵፐำϕፕȐӵკ 2ȑǵঁΓᆛ ।ᐕำᔞਢȐӵკ 3ȑǵBlogȐӵკ 4ȑǶ
კ 1 ᆛၡࣴಞፐำހय़ კ 2 ፐำϕፕހय़ კ 3 ჴಞ௲ৣᐕำᔞਢހय़ კ 4 ϸࡘВᇞ Blog ހय़ 3.3.2 ୢڔ ࣁᕕှჴಞ௲ৣჹ CMC ᕉნޑགڙǴӅჴࡼ ѤঁୢڔǴϩձࣁȨჹԾฅᆶғࢲࣽמ e ፐำޑཀ ـፓȩǵȨፐำϕፕޑ٬Ҕཀـፓȩǵ ȨࡌঁΓჴಞᐕำᆛઠޑཀـፓȩϷȨӧ٬Ҕ BlogՉϸࡘޑཀـፓȩǴ܌Ԗୢڔܭ߃ዺֹԋ ࡕǴҗၗు௲ৣϷৣၗػৎଞჹᚒҞϣϷЎ ӷ௶ॊՉቩਡᆶঅׯǴаࡌҥϣਏࡋȐContent validityȑᆶ߄य़ਏࡋȐFace validityȑǴ٠ӆঅ
ׯࡕωۓዺǶ 3.3.3ჴಞࡕ௲ৣޕૈԋߏԾຑ߄ ҁԾຑ߄ԑӧΑှჴಞ௲ৣӧ௲ᏢჴಞǵᏤৣ ჴಞǵՉࡹჴಞǵࣴಞࢲᆶ௲ৣᄊࡋޑ߄ ǴӅԖ36 ᚒǴճҔΐભຑКԾךຑԋߏǶ ӧ௲ᏢჴಞБय़Ǵх֖௲Ꮲीǵ௲Ꮲמೌǵ௲࠻ ᆅǵሺᄊᆶ߄ၲૈΚǵ௲ၮҔǵ൞ᡏ٬Ҕǵک ௲Ꮲԋਏ൳ঁय़ӛǹӧᏤৣჴಞБय़߾ࢂຑځ ᇶᏤޑޕૈǵᕕှᏢғޑޕૈǵྎ೯ޑޕૈǹӧՉ ࡹჴಞБय़߾ࢂᕕှځჹӚೀ࠻πբϣޑᕕှ ᆶૈΚǵՉࡹ୍ڐፓྎ೯ޑޕૈǵаϷᔕۓᛝև ᆶࢲीჄޑޕૈǹԶࣴಞࢲ߾хࡴಖيᏢಞǵ ၗૻࣽמᑼΕ௲ᏢǵஒᏢளޑཥޕᔈҔӧ௲Ꮲ ޑޕૈǵჹୖᆶਠϣ௲Ꮲࣴزख़ा܄ϐᡏᇡǹ ௲ৣᄊࡋ߾Ԗჹ௲ৣفՅޑᡏᇡǵ௲Ꮲוǵ ϸ࣪ૈΚǵჹ௲ػୢᚒޑᜢЈǶ 3.3.4ၗޑԏᆶϩ ҁࣴزЬाаୢڔፓǵԾךຑໆ߄ǵጕ ᒵࣁၗᇆޑБݤǶୢڔፓϷԾຑ߄֡ӧჴಞ ࡕъࢤࡼෳǴаᇆჴಞ௲ৣჹ CMC ᕉნޑག ڙǴќѦΨၸ CMC πڀҁي܌ගٮޑᒵфૈ ᕕှჴಞ௲ৣ٬Ҕ CMC ޑཷݩǴ܌ᇆޑၗ٩ ΓኧᙯϯࣁԭϩКՉၗीϩǹӆޣࣁ CMC ჹჴಞ௲ৣޕૈԋߏޑቹៜǴаჴಞ௲ ৣԋߏԾຑ߄ޑ่݀Չ T ᔠۓǴаᔠෳჴಞ ࡕځԋߏࢂցԖৡ౦Ƕ
4.
ࣴزว
ଞჹࣴزҞޑǴࣴزวӵΠǺ 4.1ჴಞ௲ৣ٬Ҕ CMC ޑཷݩϷགڙ 1.ӧᆛၡፐำࣴಞᆶፐำፕБय़ ी่݀ӵ߄ 1ǴӧፐԛኧБय़Ǵ65 Տჴಞ ௲ৣӅፐ 2246 ԛǴѳ֡ՏჴಞԴৣᕴፐԛኧ ऊ 34.55 ԛǴځύፐനӭޑၲ 139 ԛǴѳ֡ΒϺ ฦΕᆛၡࣴಞፐำԛǹԶനϿޑѝԖ 1 ԛǴځୖ ᆶࡋࣁ 100%Ƕӧፕϩ٦ҽǴ65 Տჴಞ௲ৣӧ ፐำፕހ܌ຠЎകޑጇኧӅԖ 234 ጇǴѳ֡ ՏჴಞԴৣຠޑጇኧऊࣁ 3.6 ጇǴനӭޣࣁ 26 ጇǴՠԖޑჴಞ௲ৣȐ43%ȑ253 Ϻٰࠅவ҂ම ຠ܈ӣᙟၸЎകǹୖᆶጕӕፕޑԛኧᕴኧࣁ 67ԛǴѳ֡Γ 1 ԛǴനӭޣࣁ 8 ԛǴനϿޣࣁ 0ԛǹӧ᎙᠐।ኧҽǴᕴӅԖ 3677 ।Ǵѳ֡Γ ᎙᠐ 56.57 ।Ǵځύ᎙᠐നӭ।ኧޣࣁ 288 ।Ǵന Ͽޣ 1 ।ǶԖ 78%ޑჴಞԴৣᇡࣁȨᆛၡፐำჹ εৎޑჴಞࡐԖᔅշȩǴձࢂ၀ፐำ܌ගٮޑ 9y-1 ғނ௲ϩȐ80%ȑǵΐԃೣ(9y-1)ፐำȐ68%ȑǵ ϩࢤૈΚࡰǴΜε୷ҁૈΚǴፐำᆜाȐ62%ȑǹ ӧፐำϕҽǴ83%ޑჴಞ௲ৣᇡࣁȨӣᙟӕ Ꮲ܌ගޑୢᚒǴᡣךᏢډ׳ӭޑޕȩǵ78%ӕཀȨၸፕёаᔅךှเ௲Ꮲޑᅪൽȩǵ 76%߄ҢȨӧፕހ߄ၲԾρޑ࣮ݤёаቚ ӕᏆ໔ޑϕȩǶ ߄ 1 ୖᆶᆛၡፐำࣴಞᆶፐำፕཷݩ߄(n=65) ፐԛኧ ຠጇኧ ጕӕፕԛኧ ᎙᠐।ኧ ᕴी 2246 234 36 3677 ѳ֡ 34.55 3.60 0.55 56.57 2.ঁΓჴಞᐕำᆛઠޑࡌ җ ܭ ჴ ಞ ᐕ ำ ᆛ ઠ ޑ ࡌ ՞ ჴ ಞ ϩ ኧ ޑ 20%ǴӢԜՏჴಞ௲ৣ֡ᑈཱུޑஒԾρჴಞޑ ࣬ᜢၗᙯϯࣁᆛ।Ȑـ߄ 2ȑǴᗨฅԖ 9 Տ Ȑ13.85%ȑჴಞ௲ৣޑᆛઠຑࣁόϷǴՠϝԖ 69.23%ޑᐕำᆛઠ௲ຑϩࣁ 80 ϩаǴځύ ׳Ԗ 6 Γ(9.23%)ຑࣁᅈϩǶவୢڔύளޕεҽ Ȑ80%ȑޑჴಞԴৣᇡࣁǴȨၸჴಞᆛઠޑޑࡌ ҥϷϩ٦Ǵගٮ۶Ԝᢀነǵ࣬ϕᏢಞޑᐒǴჹჴ ಞޕૈޑගܹԖᔅշȩǵѳ֡Ԗ 73.5%ޑჴಞԴৣ ᇡࣁǴȨၸჴಞᆛઠޑࡌǴჹჴಞᏢਠޑਠўǵ ӦՏǵ௲Ꮲࡼǵޗ௲ᏢၗྍϷಔᙃ่ᄬޑ ᕕှԖᔅշȩǵԖ 68%ளȨҗӝբᏢಞ௲Ꮲᆛ ।کᏢಞ௲Ꮲᆛ।ޑࡌǴჹځӝբᏢಞ௲Ꮲ ޕૈϷᏢಞ௲ᏢޕૈԖᔅշȩǵ88%ӕཀȨ௲ ᏢၗྍޑࡌҥǴჹ௲ᇆǵϩᆶӝޑૈΚԖ ᔅշȩǶ ߄ 2 ঁΓჴಞᐕำᆛઠϩኧဂಔϷԭϩК ϩኧ ಔձ Γኧ ԭϩК(%) 100ϩ 6 9.23% 80-99ϩ 39 60.00% 60-79ϩ 11 16.92% 40-59ϩ 5 7.69% 20-39ϩ 2 3.08% 0-19ϩ 2 3.08% 3. Blogҽ ᕴӅว߄Α2379ጇЎകǴኗቪВᇞޑΓኧКٯ ࢂ100%Ǵჴಞ௲ৣӧBlogว߄Ўക܈ៜጇኧԖ ٿཱུϯຝǶٿཱུϯຝࡰޑࢂԖҽΓᇡᑈ ཱུӦୖᆶࡋፕǴԶќҽΓ߾ࢂόୖᆶ܈ཱུϿ ୖᆶፕ[13]Ƕவी่݀ᡉҢǴӧঁΓБय़Ǵჴ ಞ௲ৣϸࡘጇኧനӭޣࣁ122ጇǴനϿޣ1ጇǹ ៜനӭޣࣁ82ጇǵനϿޣࣁ0ጇǹӧДҽБय़Ǵൂ Дว߄ᕴጇኧനଯࣁ395ጇǴԶനեޣࣁ135ጇǹԶ ൂДៜᕴጇኧനଯࣁ170ጇǴԶനեޣ12ጇǹ ൩ჴಞҞٰ࣮Ǵϸࡘᆶៜޑขᗺӭύӧ௲Ꮲ ჴಞǴϩձࣁ942ጇϷ305ጇǴ࣬ၨϐΠᏤৣჴಞ446 ጇϷࣴಞ75൩ᡉளКၨϿǶவୢڔ่݀ёޕǴε ҽޑჴಞ௲ৣޭۓӧBlogՉϸࡘᆶៜǴჹԾρ ԖࡐεޑᔅշǴፏӵёаϩ٦Ծρޑགྷݤǵᢀነд Γޑբݤǹҗ௲ϷӕᏆޑៜૈߦԾρ׳ు ቫޑϸࡘǹჴಞ௲ৣΨ߄Ң೭٤ᔅշനಖჹځ ௲ৣԋߏԖ࣬εޑշǶԶჴಞ௲ৣᜫཀ٬ ҔBlogޑচӢӧܭёаቚԋߏϷᕇளԋ൩ གǹԶჴಞπբԆؒԖӭᎩޑਔ໔߾ࢂځؒԖӧ Blogϸࡘ܈ៜޑЬाӢનǶ 4.2ჴಞ௲ৣޕૈޑԋߏ ๊εҽޑ༤เޣӕཀӧ Blog Չϸࡘǵ ӕᏆ܈ჴಞ௲ޑៜǴჹ௲ৣԋߏߚதԖᔅ շǶԶਥᏵჴಞ௲ৣଞჹځჴಞࡕޕૈޑԾ ຑ่݀Ȑӵ߄ 3ȑǴӧ௲ᏢჴಞǵᏤৣჴಞǵՉࡹჴ ಞǵࣴಞࢲǵᄊࡋ൳ঁӛࡋ֡Ԗᡉৡ౦ ӸӧǶ ߄ 3 ჴಞ-ࡕ௲ৣޕૈԋߏԾຑ่݀Ȑn=60ȑ Ծຑӛࡋ ѳ֡ኧ ྗৡ t ॶ ᡉ܄ ௲Ꮲჴಞ 2.07 1.40 11.48 *** Ꮴৣჴಞ 1.88 1.41 10.35 *** Չࡹჴಞ 2.26 1.47 11.91 *** ࣴಞࢲ 1.60 1.36 9.11 *** ᄊࡋ 1.97 1.79 8.53 *** ຏǺ* p<0.01Ǵ** p<0.005Ǵ*** p<0.001 ӧ௲ᏢჴಞԋߏБय़ǴჴಞԴৣ߄ҢӧᆶᏢғ ϕǵ௲ևǵ௲ᏢౣޑၮҔБय़֡Ԗߏى ޑǹ (Tж߄ჴಞ௲ৣ) T38Ǻӧჴಞᕴᇡࣁஒ௲ϣֹ߄ၲᆶևࢂ௲ ৣޑനεҺ୍ǴՠҗჴಞᆶᢀነፕࡕǴᡣך ჹᏢғډۭᏢډϙሶǻךૈၮҔՖᅿౣ ᎦрᏢғૈΚ٠Ԗཀကޑ௲ᏢԖ׳ޑ ჴ፬ T34ǺޕၰӵՖஒԾρ܌ள௲๏ᏢғǴ٠ૈᒿਔᔠຎԾ ρޑ௲ᏢБԄϷϣǵౣ T58ǺᆶᏢғޑϕаϷЇଆᐒǴᡣᏢғᑫ፪ගܹ ӧᏤৣჴಞБय़Ǵჴಞ௲ৣ߄ҢჹᏤৣπբԖ Α׳ుቫޑᡏǴԶჹᏢғޑᄊࡋԖၨܴᡉޑׯ ᡂǴᆶৎߏǵᏢғ໔ྎ೯ޑמѯΨԖߏىޑǹ T1ǺעᏢғԋԾρޑλ࠸ǴჹঁᏢғ๏ϒ࣬ӕ ޑᜢང T2ǺᏤৣπբࡐᕷፄǴπբໆࡐεǴՠࢂޑाԖऐ ЈǵངЈǴѐय़ჹቫрόጁޑୢᚒ T52Ǻૈܴқ၀࡛ሶᆶᏢғྎ೯ and کৎߏྎ೯ T31ǺԖऐЈǵၨόܰᆣϯǴհᓉᢀჸ٠ೀᏢғ ޑୢᚒ ӧՉࡹჴಞҽǴჴಞ௲ৣᇡࣁ׳уΑှᏢਠ ՉࡹޑπբϣǴԶڐፓǵྎ೯ૈΚΨቚόϿǹ T30ǺӧӚೀ࠻ޑჴಞǴᡣךΑှӚೀ࠻ޑ୍Ҟ ϷҺ୍ᘜឦ T37Ǻک๓ჹࡑঁΓǴඓඝԾρ٣ޑচ߾ T55ǺᕕှᏢਠՉࡹᡏسϷȨΓکȩޑख़ा܄ Զவࣴಞࢲύჴಞ௲ৣ߄Ңӧ௲Ꮲ൞ᡏᇙ բޑૈΚǵཥޕޑᕇளԖၨӭޑԋߏǹ T4Ǻჹךޑ௲ᏢޕૈᆶᇶᏤޕૈԖޑΑှ T19ǺᏢӚᅿ൞ᡏޑᇙբǴ٠ၮҔܭፐำύ T58ǺᏢಞ׳уሦୱѦޑޕǴexǺ൞ᡏᇙբࣴಞ
ၸ߈ԃޑჴಞǴჴಞ௲ৣޑᄊࡋΨԖ ᡉޑׯᡂ T32ǺוࢂѸޑǴόᘐჴಞǴᔉޑᏢಞǴഢԖ ޕ T32Ǻᇡ࣮ࡑᏢғǴख़ຎԾρޑ௲ᏢਏૈǴᆶঁ ӳԴৣᔈԖޑЈᄊᆶו T55ǺԴৣࢂؼЈޑ٣ǴाᒿਔԾךᔠǵϸ࣪
5.
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ҁࣴزа Bransford Γ܌ගрϐ௲ৣགྷޑ ᏢಞᕉნࣁࢎᄬǴ่ӝᆛၡၗǵፕހǵBlog CMC πڀǴၮҔܭߦჴಞ௲ৣޕૈޑԋ ߏǶεҽޑჴಞ௲ৣᑈཱུୖᆶ CMC ܌ගٮޑӚ ୍ܺǴନԖϿኧჴಞ௲ৣؒԖӧፕހύว߄ᆶ ӣᙟЎകѦǴՏჴಞ௲ৣ֡᎙᠐Ϸᘏڗᆛ।ޑፐ ำϣǵ٠ࡌԖঁΓޑჴಞᐕำᔞਢǴаϷӧ BlogኗቪϸࡘВᇞǶჹ٬Ҕ CMC πڀޑགڙǴ ჴಞ௲ৣΨӭ҅य़ޑ࣮ݤǴளᆛၡፐำჹεৎ ޑჴಞࡐԖᔅշǹӧፕፕୢᚒёаှเ௲ ᏢޑᅪൽǹၸჴಞᆛઠޑࡌҥϷϩ٦Ǵගٮ۶ Ԝᢀነǵ࣬ϕᏢಞޑᐒǴૈගܹޑޕૈǹԶ ӧ Blog ϸࡘǵៜϷ᎙᠐ӕᏆޑЎകჹ௲ৣ ޑԋߏΨԖόϿᔅշǶԿܭ CMC πڀࢂցԖշ ܭߦჴಞ௲ৣޕૈޑԋߏǴεҽჴಞ௲ৣ ԾຑޕૈӧჴಞࡕԖᡉৡ౦Ǵᆶჴಞ߃К ၨǴёว୯ύჴಞ௲ৣǴၸΜঁДޑჴಞࡕǴ όፕӧ௲ᏢޕૈǵᏤৣޕૈǵՉࡹޕૈǵࣴಞޕૈ ᆶᄊࡋБय़ǴԖᡉޑԋߏǶ ୖԵЎ [1]Ц୯Ƕ2004ǶࣽᏢ௲ػࣴزԋ݀ᔈҔቶी ฝǺࣽᏢ௲ৣޑޕૈɡғނ௲ৣ௲Ꮲ ޕૈᆶԋߏǶՉࡹଣ୯ৎࣽᏢہံշ ᚒࣴزीฝԋ݀ൔǶ [2]ՖⵔฐǶ1999Ƕ୯λЬᚒ௲Ꮲϐࣴزᄤӝբ ࣪ࡘԋߏኳԄϐࡌᄬǶ୯ҥѠৣጄεᏢ ௲ػЈᆶᇶᏤࣴز܌റγፕЎǶ҂рހǶ [3]ڷǶ1999Ƕӭϡϯ௲ᏢຑໆǶᆵчѱǺЈ рހޗǶ [4]ઽ҅ࡀǵ݅નǵယٍཹǶ2004ǶࣽᏢ௲ػࣴز ԋ݀ᔈҔቶीฝǺࣽᏢ௲ৣޑޕૈɡғ ނ௲ৣޑჴಞޕૈǶՉࡹଣ୯ৎࣽᏢہံ շᚒࣴزीฝԋ݀ൔǶ [5]Ўکख़ӓǶ1995Ƕࣽ௲ॠཥύຑໆۺޑ ख़ࡌǶࣽᏢࣴزᚈДтǴ45Ǵ23-30Ƕ [6]୷ԋǶ2004ǶᆛၡᏢಞޗဂჴࡼϐ࣬ᜢୢᚒ Ѡ ε ௲ ᆶ Ꮲ ය т ႝ η ൔ Ǵ 31 Ǵ http://edtech.ntu.edu.tw/epaper/931210/prof/prof _1.aspǶ [7]ᐽഓఘǶ2001ǶᏢಞᔞਢຑໆޑۺᆶჴ୍ǶѠ чǺѠчѱҥৣጄᏢଣǶ[8]Bransford, J.D., Brown, A. L., & Cocking, R. R. (Eds.). How People Learn: Brain, Mind,
Experience, And School (expanded.). Washington, D.C.: National Academy Press, 2000.
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[10]Chang, C. C. A study on the evaluation and effectiveness analysis of web-based learning portfolio (WBLP). British Journal of Educational Technology, Vol. 32, No. 4, 435–458, 2001. [11]DiMauro, V. & Jacobs, G. Collaborative
electronic network building. Journal of Computers in Mathematics and Science Teaching, 14, 119–131, 1995.
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with computer networks. Journal of Teacher Education, 42, 140–147, 1991.
[15]National Research Council. National Science Education Standards. Washington, DC: National Academy Press, 1996.
[16]Northfield, J., Gunstone, R. and Erickson, G. A Constructivist Perspective on Science Teacher Education. In Treagust, D.F., Duit, R. and Fraser, B.J. (Eds.), Improving Teaching and Learning in Science and Mathematics, 201-211, 1996.
[17]Piaget, J. The grasp of consciousness. London: Routledge and Kegan Paul, 1977.
[18]Russett, J. Using telecommunication with perservice teachers. Journal of Computers in Mathematics and Science Teaching, 14Ȑ1/2ȑ, 65-75, 1995.
[19]Shulman, L. S. Those who understand: knowledge growth in teaching. Educational Researcher, 15, 4-14, 1986.
[20]Shulman, L. S. Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22, 1987.
[21]Steinfield, C. W. Computer-mediated communication in an organizational setting: Explaining task-related and socioemotional uses. In M. I. McLaughlin (Ed.), Communication Yearbook, 9 (pp. 777-804). Newbury Park, CA: Sage, 1986.
[22]Vygotsky, L.S. Mind in society: The development of the higher psychological processes. Cambridge, MA: The Harvard University Press. (Originally published 1930, New York: Oxford University Press), (1978).
[23]Wang, K. H., Huang, S. C., Chang, W. H., Lin, S. H., & Lee, S. W. Design and Implementation of a Web-based Environment to Support Biology Teacher Professional Development in Taiwan. Paper present at the National Association for Research in Science Teaching, New Orleans, La. U.S.A, 2004.
