科學教育研究所

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本所於民國75年秋奉教育部核准設立，經當時理學院吳院長京一、與數學系、物理系、化學系、生物系、地球科學系等系主任，以及本校科學教育學者之籌備和規劃，分別於75年成立博士班，於76學年度招收第1屆博士班學生，83年成立碩士班，於84學年度起正式招收第1屆碩士班學生，87年成立教學碩士班，於88學年度招收第1屆教學碩士班學生。

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Author: search.filters.author.Wu, H.-K.End date: 2009

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Now showing 1 - 10 of 25
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    The roles of multimedia in the teaching and learning of the triplet relationship in chemistry
    (New York: Spring., 2009-04-01) Chiu, M. H.; Wu, H.-K.
    Ever since Johnstone (1993) addressed the three levels of chemistry (symbolic, macro, and microscopic or so called submicro currently), many studies investigate how multimedia could support constructing, developing, and evaluating students’ mental representations of chemistry at the three levels. This chapter focuses on how multimedia could enhance chemistry learning of the triplet relationship and discusses theories and empirical studies from the following perspectives: (1) multimedia as a modeling tool (discussing multiple representations and mental models in learning and teaching chemistry), (2) multimedia as a learning tool (introducing tools such as 4M:Chem, eChem, and ChemSence), (3) multimedia as an assessment tool (such as presenting computerized two-tier diagnostic instruments), and (4) multimedia as an instructional tool (linking findings of students’ mental representations to the development of teachers’ pedagogical content knowledge in chemistry). Implications for chemical education are discussed in terms of theoretical and practical approaches.
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    Connecting the microscopic view of chemistry to real life experiences
    (Cresskill, NJ: Hampton Press., 2006-09-01) Wu, H.-K.
    The researchers in this collection share a common interest in understanding the practices and processes of teaching and learning. They are especially interested in how learning opportunities are created and limited. Through interactional ethnography, each author represents these processes in action, in ways that are instructive for researchers new to this approach, as well as for teachers and teacher educators. They study teaching and learning as interactional events, situated in particular contexts, and related across time. Their studies illustrate how teaching and learning events are performed through discourse in social situations, which are meaningful and purposeful to the social groups involved. Complex, interrelated events are rendered through a variety of modes and methods of analysis and representation—including, in addition to interactional ethnography, conversation analysis, critical discourse analysis, and intertextual analysis. Contents: Foreword, Annemarie Palinscar. Introduction, Lesley A. Rex. Considering Discourse Analysis as a Method for Researching Professional Development, Katherine A. Morris. ASSESSING THE OPPORTUNITIES FOR LEARNING MADE AVAILABLE TO STUDENTS. Establishing a Positive Classroom Climate: An Experienced Teacher in a New School Setting, Alexandra Miletta. Mentoring Non-Latino Tutors in a Bi-literacy Latino After-School Program, Mary M. Yonker. Using Sociocultural and Developmental/Cognitive Lenses to Inform Classroom-Based Assessments of Children’s Reading, Carol McDonald Connor and Lesley A. Rex. APPLYING INTERTEXTUALITY TO EXAMINE AN INSTRUCTIONAL APPROACH. Constructing Anatomy Literacy: Use of Computer-Based Meida in a Dissecting Laboratory, Silvia Wen-Yu Lee. Facilitating Exploration of Theory and Practice in a Teacher Education Study Group, Jacob Foster. EXPLORING AND BUILDING CONCEPTUAL KNOWLEDGE. What Does it Mean to Build Conceptual Knowledge? Ruth Piker. Connecting the Microscopic View of Chemistry to Real-Life Experiences, Hsin-Kai Wu. STUDYING THE SOCIAL POSITIONING OF STUDENTS’ ROLES AND IDENTITIES. Extending Opportunities, Expanding Boundaries: Addressing Gendered Discourse Through Multiple Subjectivities in a High School English Classroom, Sharilyn C. Steadman. Author Index. Subject Index.
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    Development of senior high school students' modeling about air quality
    (2008-04-02) Lin, L. F.; Hsu, Y. S.; Wu, H.-K.; Hwang, F. K.
    The purpose of this study was to investigate how students develop modeling abilities after the scaffolded modeling curriculum and what characteristics of high performance students differ from those of low performance students in their modeling practices. The data included thirteen students’ (10 males and 3 females) pre and post modeling abilities test, and pre and post interviews. We designed and analyzed the interviews according to a coding scheme developed for an expert-novice study (Hsu et al., 2007). The results showed that students’ modeling abilities in designing a research to explore air quality have been improved, particularly in the reasoning process of anticipated conclusion and determine research variables of planning, and different performing students made a different improving pattern. The scaffolded modeling curriculums designed by the researchers shorten the gap between expert and novice in modeling air quality.
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    Design distributed scaffolding for modeling a complex system
    (International Society of the Learning Sciences, 2009-06-13) Hsu, Y. S.; Wu, H.-K.; Hwang, F. K.; Lin, L. F.
    Based on the expert-novice analysis, we developed a distributed scaffolding curriculum for modeling air quality (DSCMAQ) to facilitate high school students’ modelbased reasoning in a technology-enhanced learning environment (APoME) which provided the Modeling Air Quality (MAQ) software associated with gradual complex learning tasks. Three studies had conducted to evaluate the effects of DSCMAQ on students’ modeling practices. In these three studies, students worked in a small group to complete DSCMAQ and their modeling abilities were improved after DSCMAQ.
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    Do Teachers' Instructional Evolution and Teaching Seniority Affect Educational Innovation with Technology?
    (2005-07-02) Hsu, Y. S.; Wu, H.-K.; Hwang, F. K.
    This study explores teachers' instructional evolution and teaching seniority that affect teaching practice of computing technology in classrooms. We conducted a national survey in Taiwan and collected about six hundred science and mathematics teachers who had integrated computing technology into their instruction in junior high schools in Taiwan. The results showed there were significant differences in teachers' beliefs, practices with technology and attitude toward technology-based instruction. Teachers' instructional evolution and teaching seniority had significant difference in technical and personnel resources available in school. The analysis of simple effect ANOVA showed that teachers in the entry stage whose seniority were 6-10 years reported that they had less technical and personnel resources available in school than teachers' seniority who were more than 21 years. Teachers with 6-10 years of teaching seniority who in the entry stage reported that they had less technical and personnel resources available in school than teachers in the appropriation and invention stages.
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