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以探究式學習觀點促進教師在科學博物館進行教學之研究

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Academic year: 2021

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圖  2  課程內容與研究學習模式之關係 圖 2的左邊的活動陳述屬於探究,上方的活動陳述屬於概念引介,右邊的 活動陳述則為概念應用。從內圈的活動循箭號發展,形成探究學習的循環。由 展示品的探究獲得學習,是本次教師研習主要希望為學員們營造的學習經驗, 並且希望他們能將這樣的學習經驗帶到教室裡。 二、研究方法 本研究以焦點團體座談、研習期間參與觀察紀錄、研習後半結構電話追蹤 訪問,蒐集所需的資料。 有關教師研習成效或影響之研究,通常以個案的晤談研究(靳知勤, 2000)或是問卷調查(靳知勤、段曉林、高慧芬,19

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