參考文獻
中文部分
毛松霖(1990)。解釋資料與形成假設及認知發展層次間相互關係測試工具之發展研
究。載於國立高雄師範大學主編,第五屆科學教育學術研討會論文彙刊(頁
391-420)。高雄:國立高雄師範大學。
王美芬、熊召弟(1996)。國民小學自然科教材教法。台北:心理。
王國華(2002,12月)。學術研究與科學教育實務之結合-科學教育師資培育。論文
發表於第一次全國科學教育會議-第六議題:科學教育學術研究研討會,臺北市
:國立台灣師範大學。
王靜如、周金燕、蔡瑞芬(2006)。科學本質與科學探究。屏東教大科學教育,23,3-17。
李明堂、郭明堂(1995)。國小自然科學探究教學解釋的析論。國教天地,109,56-63。李暉、郭重吉(1998)。科學對話與學習-國中理化教室中的個案研究。文章發表於中
華民國第十四屆科學教育學術研討會,高雄師範大學。
余民寧(1997)有意義的學習--概念構圖之研究。台北:商鼎。
吳佳蓮(2005)。科學探究活動中國小五年級學童科學解釋能力及認識論之研究。未
出版之碩士論文,國立台灣師範大學科學教育研究所,台北。
吳坤璋、吳裕益、黃台珠(2005)。科學探究能力測驗的編製與信、效度考驗。測驗學刊,5(2),119-148。林正弘 (1988) 。伽利略、波柏、科學說明。台北:東大。
林佩璇(2000)。個案研究及其在教育研究上的應用。載於中正大學主編,質的教育
研究方法(頁239-262)。高雄:麗文。
林從一(2002)。維根斯坦、科學解釋和宗教。揭諦學刊,4,61-95。林進材(1999)。教育研究與發展。台北:五南。
林燕文、洪振方(2007)。對話論證的探究對促進學童科學概念理解之探討。花蓮教育大學學報,24,139-177。林顯輝(2005)。九年一貫自然與生活科技領域科學探究能力之培養研究:總計畫(II)(國科會專題研究計畫成果報告編號:NSC94-2511-S-276-001)。台北:中華民國行政院國家科學委員會。
段曉林(2008,12月)。迷人的科學探究教學。文章發表於中華民國第二十四屆科學
教育學術研討會,彰化師範大學。
洪文東(2005)。九年一貫自然與生活科技領域科學探究能力之培養研究-以探究式教學活動設計提升學生科學探究能力(II)(國科會專題研究計畫成果報告編號:NSC94-2511-S-276-003)。台北:中華民國行政院國家科學委員會。
姜滿(1993)。國小學童地球科學概念之理解。台南師院學報,26,193-219。
高慧蓮(2005)。九年一貫自然與生活科技領域科學探究能力之培養研究-科學探究能力之評量(II)(國科會專題研究計畫成果報告編號:NSC94-2511-S-153-009)。台北:中華民國行政院國家科學委員會。
陸健體(1994)。關於世界的問答-科學說明。台北:淑馨出版社。
教育部(2003)。國民中小學九年一貫課程綱要,自然與生活科技學習領域。台北:教育部。
教育部(2008)。國民中小學九年一貫課程綱要,自然與生活科技學習領域。台北:教育部。
教育廳(1976)。台灣省國民教育輔導叢書-自然科學探究式教學法。台灣省:教育廳。
陳李綢(2000)。個案研究。台北:心理。
陳均伊、張惠博(2007)。探究導向教學的理論與實務-「以摩擦力」單元為例。物理教育學刊,8(1),77-90。陳美如(1999)。多元文化課程與教學-合作探究式教學的實際。載於國立高雄師範大學教育系主編,新世紀中小學課程改革與創新教學學術研討會論文彙編(頁363-370)。高雄:國立高雄師範大學教育系。
陳斐卿、江火明、王宏仁、林惠倫(2001,12月)。探究式專題學習的Z圖設計—促進
驗證的鷹架解釋。論文發表於中華民國電腦學會「全國計算機會議」,台北:中
國文化大學。
張清濱(2000)。探究教學法。師友,395,45-49。
張惠博(1993)。邁向科學探究的實驗教學。教師天地,62,12-19。張靜儀(1995)。自然科探究教學法。屏東科學教育,1,36-45。
黃文吟(2000)。從高中學生解釋物理現象的表徵與評價探討其概念架構與認識取向。未出版之博士論文,國立彰化師範大學科學教育研究所,彰化。黃毓琪(2007)。IT及STS探究式教學對國小學童科學解釋能力之影響。未出版
之碩士論文,國立屏東大學數理教育研究所,屏東。
黃鴻博(2000)。兒童科學探究活動遭遇問題的探討。台中師院學報,14,389-410。
楊冠政(1977)。各國科學課程發展趨勢。科學教育月刊,6,42-53。潘威明(2006)。 行動學習環境中實施探究式實驗活動之教學設計與活動歷
程分析。未出版之碩士論文,國立中央大學網路學習科技研究所,桃園。
劉月智(2007)。以序列性POE探究大學生之科學解釋的研究—以「大氣壓力與表面張力」為例。未出版之碩士論文,國立台中教育大學科學應用與推廣學系科學教育研究所,台中。劉宏文(2001)。高中生進行開放式科學探究活動之個案研究。未出版之博士論文,國立彰化師範大學,彰化。歐陽鍾仁(1987)。科學教育概論。台北:五南。
蔡執仲、段曉林、靳知勤(2007)。巢狀探究教學解釋對國二學生理化學習動機影響
之探討。科學教育學刊,15(2),119-144。
鍾聖校(2002)。自然與科技課程教材教法。台北:五南。
顏弘志(2004)。從建構主義看探究教學。科學教育研究與發展,36,1-14。
謝州恩(2005)。探究情境中國小學童科學解釋能力成長之研究。未出版之碩士論文,國立台灣師範大學科學教育研究所,台北。
簡錦鳳(2007)。文字鷹架對七年級學生科學解釋能力的影響。未出版之碩士論文,國立台灣師範大學科學教育研究所,台北。
外文部分
American Association for the Advancement of Science. (1989). Science for all Americans:
A Project 2061 report on scientific literacy goals in science, mathematics, and technology. Washington, DC: Author.
Barron, B. J. S., Schwartz, D. L., Vye, N. J., Moore, A., Petrosino, A., Zech, L., &
Bransford, J.D. (1998). Doing with understanding: Lessons from research on
problem- and project- based learning. Journal of the Learning Sciences, 7(3&4),
271-311.
Basaga, H ., Geban, O. & Tekkaya, C. (1994). The effect of the inquiry teaching method
on biochemical and science process skill achievements. Biochemical Education, 22(1)
, 29-32.
Bell, P., & Linn, M.C. (2000). Scientific arguments as learning artifacts: designing for
learning from the web with KIE. International Journal of Science Education, 22(8),
797-817.
Bybee, R. W., & Landes, N. M. (1988). The biological sciences curriculum study (BSCS).
Science and Children, 25(8), 36-37.
Bybee, R. W., & DeBoer, G. (1993). Goals for the Science Curriculum. In D. L. Gabel
(Ed.), Handbook of research on science teaching and learning (pp. 384). New York:
MacMillan.
Bybee, R. W. (2004). Scientific inquiry and science teaching. In L.B. Flick & N.G. Lederman (Eds.), Scientific inquiry and nature of science-Implications for teaching, learning and teacher education(pp. 1-14). Mahwah, MA: Kluwer Academic Publishers.
Chen, J. Y., Chang, H. P., Guo, C. J., & Chang, W. Y. (2007). Put inquiry teaching into
practice: A feasible model of infused inquiry teaching. Paper presented at the annual meeting of the National Association for Research in Science Teaching, LA. (NSC 95-2511-S-018-012)
Chi, M. T. H. (1992). Conceptual change within and across ontological categories: Implications for learning and discovery in sciences. In R.Giere (Ed.), Cognitive models of science:Minnesota studies in the philosophy of science (pp.129-186). Minneapolis: University of Minnesota Press.
Chinn, C. A., & Brewer, W. F. (2001). Models of data: A theory of how people evaluate
data. Cognition and Instruction, 19, 323-393.
Crawford, B. A. (2000). Embracing the essence of inquiry: new roles for science teachers. Journal of Research in Science Teaching, 37(9), 631-645.
Clark, R. L., Clough, M. P., & Berg, C. A. (2000). Modifying cookbook labs: A different way of teaching a standard laboratory to engages students and promotes understanding. The Science Teacher, 67(7), 40-43.
Driver, R., Guesue, E., & Tiberghien, A. (1985). Some features of children's ideas and their implications for teaching. In E. G. R. Driver, & A. Tiberghein (Ed.), Children’s Ideas in Science (pp. 193-201). Milton Keynes: O U Press.
Driver, R., Leach, J., Millar, R., & Scott, P. (1996). Young people’s images of science. Philadelphia, PA: Open University Press.
Ertepinar, H., & Geban, O. (1996). Effect of instruction supplied with the investigative oriented laboratory approach on achievement in a science course. Educational Research, 38, 333-344.
Friedman, M. (1974). Explanation and scientific understanding. The Journal of
Philosophy, 71(1), 5-19.
Fortus, D., Hug, B., Krajcik, J., Kuhn, L., McNeill, K., Reiser, B., Rivet, A., Rogat, A., Schwarz, C., & Schwarz, Y. (2006). Sequencing and Supporting Complex Scientific Inquiry Practices in Instructional Materials for Middle School Students. Paper presented at the annual meeting of the National Association for Research in Science Teaching. San Francisco, California.
Gibson, H. L. (1998). Case studies of an inquiry-based science programs’ impact on
students’ attitudes towards science and interest science careers. (ERIC Document Reproduction Service No. ED 417 980).
Gibson, H. L., & Chase, C. (2002). Longitudinal impact of an inquiry-based science
program on middle school students’ attitudes toward science. Science Education, 86, 693-705.
Harris, C. J., McNeill, K. L., Lizotte, D. L., Marx, R. W., & Krajcik, J. (2006). Usable
assessments for teaching science content and inquiry standards. In McMahon, M.,
Simmons, P., Sommers, R., DeBaets, D., & Crowley, F. (Eds.), Assessment in science:
Practical experiences and education research (pp. 67-88). Arlington, VA: National
Science Teachers Association Press.
Hempel, C. G. (1966). Philosophy of natural science. Englewood Cliffs, NJ: Prentice Hall.
Hurd, P. D. (1979). New directions in teaching secondary school science. Illinois, Chicago: Rand McNally.
Jimenez-Aleixandre, M. P., Rodriguez, A. B., & Duschl, R. A. (2000). “Doing the lesson” or “doing science”: argument in high school genetics. Science Education, 84,757-792.
Kanari, Z, & Millar, R. (2004). Reasoning from data: How students collect and interpret
data in science investigations. Journal of Research in Science Teaching, 41,748-769.
Karmiloff-Smith, A. (1988). The child is a theoretician, not an inductivist. Mind and Language, 3, 183-195.
Keating, J., Greenberg, R. D., Baldwin, M., & Thousand, J. (1998). A collaborative action research model for teacher preparation programs. Journal of Teacher Education,49 (5),381-390.
Keys, C. W., & Bryan, L. A. (2000). Co-constructing inguiry-base science with teachers: essential research for lasting reform. Journal of Research in Science Teaching, 38(6), 631-645.
Kim, M., & Hannafin, M. (2004). Designing online learning environment to support scientific inquiry. The Quarterly Review of Distance Education, 5(1), 1-10.
King, A. (1994). Guiding knowledge construction in the classroom: Effects of teaching children how to question and how to explain. American Educational Research Journal, 31(2), 338-368.
Kuhn, D. (1989). Children and adults as intuitive scientists. Psychological Review,96,674-
689.
Kuhn, D. (1993). Science as argument: Implications for teaching and learning scientific
thinking. Science Education, 77(3), 319-337.
Kuhn, L. & Reiser, B. (2005). Students constructing and defending evidence-based scientific explanations. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Dallas, Texas.
Lawson, A. E. (1995). Science teaching and the development of thinking. Belmont,
Califonia: Wadsworth Publishing Company.
Lizotte, D.J., Harris, C.J., McNeill, K.L., Marx, R.W., & Krajcik, J. (2003). Usable Assessments aligned with curriculum materials: Measuring explanation as a scientific way of knowing. Paper presented at the annual meeting of the American Educational Research Association, Chicago , IL.
Llewellyn, D. (2002). Inquiry within: Implementing inquiry-based science standards. Thousand Oaks, California: Corwin Press.
Mahoney, J., Novak, A., & Gleason, C. (2006). Connecting the Experiments with the Concepts: How to Help Students Develop Written Explanations for Meaningful Learning. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Francisco, California.
Marsh, M. (2004). Teaching studies of society and environment(4th ed.). Australia: Pearson Prentice Hall.
McComas, W. F. (2000).The principal elements of the nature of science: Dispelling the myths. In W. F. McComas (Ed.), The nature of science in science education: Rationales and strategies (pp. 53-70). Netherlands: Kluwer Academic Publishers.
McNeill, K. L., Lizotte, D. J, Krajcik, J., & Marx, R. W. (2006). Supporting students’ construction of scientific explanations by fading scaffolds in instructional materials. The Journal of the Learning Sciences, 2(15), 153-191.
McNeill, K., & Krajcik, J. (2006). Supporting Students’ Construction of Scientific
Explanation through Generic versus Context-Specific Written Scaffolds. Paper
presented at the annual meeting of the American Educational Research Association,
San Francisco, California.
McNeill, K. L., & Krajcik, J. (2007). Middle school students' use of appropriate and inappropriate evidence in writing scientific explanations. In Lovett, M. & Shah, P. (Eds.), Thinking with data (pp. 233-265). New York, NY: Taylor & Francis Group, LLC.
Merriam, S. B. (1988). Case study research in education. Thousand Oaks, CA:
Jossey-Bass.
Millar, R., Lubben, F., Gott, R., & Duggan, S. (1994). Investigating the school science laboratory: conceptual and procedural knowledge and their influence on performance. Research Papers in Education, 9(2), 207-248.
Nagel, E. (1961). The structure of science: Problems in the logic of science education.
New York, NY: Harcourt, Brace, & World, Inc.
National Research Council (NRC). (1996). National science education standards.
Washington, DC: National Academic Press.
National Research Council (NRC). (2000). Inquiry and the national science education standards. Washington, DC: National Academic Press.
National Science Teachers Association. (1982). Science-technology-society: Science
education of the 1980’s (a National Science Teachers Association position statement).
Washington, DC: NSTA.
Ogborn, J., Kress, G., Martins, I., & McGillicuddy, K. (1996). Explaining science in
the classroom. Buckingham: Open University Press.
Ohlsson, S. (1992). The cognitive skill theory of articulation: A neglected aspect of science
education. Science and Education, 1(2), 181-192.
Osborne, J., Erduran, S., & Simon, S. (2004). Enhancing the quality of argumentation in school science. Journal of Research in Science Teaching, 41(10), 994-1020.
Pallrand, G. (1996). The relationship of assessment to knowledge development in sience education. Phi Delta Kappan (Decomber), 315-318.
Raghubir, K. P. (1979). The laboratory investigative approach to science instruction. Journal of Research in Science Teaching, 16(1), 13-17.
Reiser, B., Krajcik, J., Moje, E., & Marx, R. (2003). Design Strategies for Developing Science Instructional Materials. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Philadelphia, PA.
Reiser, B. J., Tabak, I., Sandoval, W. A., Smith, B. K., Steinmuller, F., & Leone, A. J.
(2001). In S. M. Carver, & D. Klahr (Eds.), Cognition and instruction: Twenty-five years of progress (pp. 263–305). Mahwah, NJ: Erlbaum.
Sadler, T. D. (2004). Informal reasoning regarding socioscientific issues: A critical review of research. Journal of Research in Science Teaching. 41(5). 513-536.
Sandoval, W. (2003). Conceptual and epistemic aspects of students’ scientific explanations. The Journal of the Learning Sciences, 12(1), 5-51.
Sandoval, W. A. & Reiser, B. (1997). Evolving explanations in high school biology. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.
Sandoval, W. A., & Reiser, B. J. (2004). Explanation-Driven Inquiry: Integrating
Conceptual and Epistemic Scaffolds for Scientific Inquiry. Science Education , 88(3),
345-372.
Sandoval, W. A., & Millwood, K. A. (2005). The quality of students’ use of evidence in written scientific explanations. Cognition and Instruction, 23(1), 23-55.
Saunders, W. L., & Shepardson, D. (1987). A comparison of concrete and formal science
instruction upon science achievement and reasoning ability of sixth grade students. Journal of Research in Science Teaching, 24(1), 39-51.
Schlessinger, E. (2000). Science as Inquiry in Action. Guides-Classroom-Teacher, Non-Print Media.
Schwab, J. (1966). The teaching of science as inquiry. Cambridge, MA: Harvard
University Press.
Schwartz, R. S., Lederman, N. G., Khishfe, R., Lederman, J. S., Matthews, L., & Liu, S. Y. (2002). Explicit/reflective instructional attention to nature of science and scientific inquiry: Impact on student learning. (ERIC document Reproduction Service No. ED 465 622.)
Scriven, M. (1988). Explanations, predictions and laws. In J. C. Pitt (Ed.), Theories of explanation (pp. 51- 74). New York: Oxford University Press.
Shrigley, R. L. (1990). Attitude and behavior correlates. Journal of Research in Science
Teaching, 27(2), 97-113.
Simpson, G. G. (1963). Biology and the nature of science. Science, 139(3550), 81-88.
Solomon, J. (1986). Children’s Explanations. Oxford Review of Education, 12(1), 41-51.
Spears, J., & Zollman, D. (1977). The influence of structures versus unstructured
laboratory on students’ understanding the process of science. Journal of Research in Science Teaching, 14(1), 33-38.
Sutherland, L. M. (2002, July). Guidelines for explanation in scientific inquiry. Paper presented at the UM and UPS teacher meetings.
Trowbridge, L. W., & Bybee, R. W. (1990). Becoming a secondary school science teacher (5th ed.). New York: Merrill.
van Fraassen, B. C. (1977). The Pragmatics of Explanation. American Philosophical Quarterly, 14(2), 143-150.
Wideen, M. F. (1975). Comparison of outcomes for science-A process approach and
traditional science teaching for third, fourth, fifth, and sixth grade classes: A product
evaluation. Journal of Research in Science Teaching, 2(1), 31-39.
Windschitl, M. (2001). The diffusion and appropriation of ideas in the science classroom
: Developing a taxonomy of events occurring "between" groups of learners.
Journal of Research in Science Teaching, 38(1), 17-42.
Yager, R. E., & Lutz, M. V. (1995). STS to enhance total curriculum. School Science and Mathematics, 95(1), 28-35.
Zachos, P., Hick, T. L., Doane, W. E. J., & Sargent, C. (2000). Setting theoretical and
empirical foundations for assessing scientific inquiry and discovery in educational
programs. Journal of Research in Science Teaching, 37(9), 938-962.
Zembal-Saul, C., Munford, D., Crawford, B., Friedrichsen, P., & Land, S. (2002).
Scaffolding preservice science teacher’evidence-based arguments during an
investigation of natural selection. Research in Science Education ,32(4), 437-463.
Zuzovsky, R., & Tamir, P. (1999). Growth patterns in students’ ability to supply scientific
explanations findings from the third international mathematics and science study in
Israel. International Journal of Science Education, 21(10), 1101-1121.