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dc.contributor.authorKe-Hsuan Zheng, Sung-Tao Leeen_US
dc.description.abstractThis study proposed a scaffold of a science news questioning model for high school students when they read science news. It is hoped a clear framework and clues for news reading can be facilitated by the self-questioning strategy to judge the purpose, experiment designing, and logical relations between results and evidence. Seventy students (experimental group: 32 and control group: 38) from a senior high school located in Central Taiwan participated in this study. A learning sheet of science news questioning and a comprehension test for science news were developed. The study duration was two months. The analysis of covariance results indicated that the students in the experimental group exhibited steady literacy performance improvement in three tests. Moreover, this self-questioning teaching model is helpful for their scientific literacy performances (i.e., for scientifically explaining the phenomenon and scientifically interpreting data and evidence collected) and reading literacy performances (i.e., accessing, retrieving, integrating, interpreting, reflecting on, and evaluating information). However, this model was not very helpful for designing scientific inquiries.en_US
dc.publisherNational Taiwan Normal Universityen_US
dc.subject.otherreading literacyen_US
dc.subject.otherscience newsen_US
dc.subject.otherscientific literacyen_US
dc.title當科學素養與閱讀素養相遇: 高中學生科學新聞閱讀策略之實驗研究zh-tw
dc.title.alternativeWhen Science Literacy and Reading Literacy Meet: Experimental Study of Science News Reading Strategy for High School Studentszh_tw
Appears in Collections:教育科學研究期刊

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