亞太科學教育論壇, 第四期, 第二冊, 文章四(二零零三年十二月)
鄭美紅、孫愛玲
漢字結構與科學學習的關係
上一頁 內容

參考文獻

李濤、邵大宏(2002),《理解科學──科學知識的生長及意義》,南京:江蘇人民出版社。

鄭美紅(2001),《建構主義學習觀的教學實踐──探討科學教學法》,香港:香港教育學院。

鄭美紅(2002),《科學習作的多元化設計──提升學生「學會學習」的能力》,香港:香港教育學院。

Bell, B. (1993). Children's science, constructivism and learning in science. Deakin University Publishing Unit, Australia.

Benson, D.L., Wittrock, M.C. and Baur, M.E. (1993). Students' preconceptions of the Nature of Gases. Journal of Research in Science Teaching, 30(6), 587-597.

Bernhardt, E., Hirsch, G., Teemant, A., & Rodriguez-Munoz, M. (1996). Language diversity and science: Science for limited English proficiency students. In Science learning for all: Celebrating cultural diversity (pp. 58-61). Arlington, Virginia: NSTA Press.

Billeh, V. Y., Pilla, M. O. (1970). Cultural bias in the attainment of concepts of the biological cell by elementary school children. Journal of Research in Science Teaching, 7, 73-83.

BouJaoude, S.B. (1991). A study of the nature of students' understandings about the concept of burning. Journal of Research in Science Teaching, 28(8), 689-704.

Braund, M. (1991). Children's ideas in classifying animals. Journal of Biological Education, 25(2), 103-110.

Brumby, M.N. (1979). Students' perceptions and learning styles associated with the concept of evolution by natural selection. Unpublished PhD thesis, Surrey University.

Colburn, A., & Echevarria, J. (1999). Meaningful lessons: All students benefit from integrating English with science. In Science learning for all: Celebrating cultural diversity (pp. 58-61). Arlington, Virginia: NSTA Press.

Deadman, J.A. and Kelly, P.J. (1978). What do secondary school boys understand about evolution and heredity before they are taught the topics? Journal of Biological Education, 12(1), 7-15.

Driver, R. (1981). Pupils' alternative frameworks in science, European Journal of Science Education, 3(1), 93-101.

Driver, R., Guesne, E. and Tiberghien, A. (1985). Children's Ideas in Science, Open University Press, Milton Keynes, UK.

Harlen, W. (2002). Taking children's ideas seriously - influences and trends, NZ science Teacher, No.101, p. 15-18.

Isaacs, N. (1958). Early scientific trends in children. London: National Froebel Foundation.

Kelly, G.J. and Carlsen, W.S. (1993). Science Education in Sociocultural Context: Perspectives from the Sociology of Science. Science Education, 77(2), 207-220.

John-Steiner, V., & Mahn, H. (1996). Sociocultural Approaches to Learning and Development: A Vygotskian Framework. Educational Psychologist, 31(3/4), 191-206.

Lemke, J. L. (1990). Talking Science: Learning, Language, and Values. New York: Ablex Publishing.

Lyle, K. S., & Robinson, W. R. (2002). Talking About Science. Journal of Chemical Education, 79(1), 18-20.

Natadze, R. G. (1963). The Mastery of Scientific Concepts in School. In B. Simon and J. Simon (Eds). Educational Psychology in the USSR. London: Routledge & Kegan Paul.

Needham, J. (1993). Poverties and Triumphs of the Chinese Scientific Tradition. In Harding, S. (Ed.), The "Racial" Economy of Science: toward a democratic future, (pp. 30-46). Bloomington: Indiana University Press.

Osborne, R. J. and Freyberg, P. (1985). Learning in science: the implications of "children's science." Auckland: Heinemann.

Piaget, J. (1970). Piaget's theory. In Mussen, P. (Ed.), Carmichael's Manual Child Psychology (pp. 61-84). New York: Wiley.

Ross, K. A., & Sutton, C. R. (1982). Concept profiles and the cultural context. European Journal of Science Education, 8, 219-223.

Ryman, D. (1974a). Children's Understanding of the Classification of Living Organisms. Journal of Biological Education, 8, 140-144.

Ryman, D. (1974b). the Relative Effectiveness of Teaching Methods on pupils' Understanding of the Classification of Living Organisms at Two Levels of Intelligence. Journal of Biological Education, 8, 219-223.

Schaefer, G. (1979). Concept formation in biology: the concept of 'growth'. European Journal of Science Education, 1(1), 87-101.

Takemura, S. T., Manzano, V. U. and Fajardo, A.C. (1996). Cross-cultural study on children's views of science. A Paper presented on NSTA's Global Summit on Science and Science Education - A bridge to a sustainable world, San Francisco, California, USA.

Tamir, P., Gal-Choppin, R., and Nussinovitz, R. (1981). How do intermediate and junior high school students conceptualize living and non-living. Journal of Research in Science Teaching, 18(3), 241-248.

Trowbridge, J. E., & Mintzes, J. J. (1985). Students' alternative conceptions of animals and animal classification. School Science and Mathematics, 85(4), 304-316.



Copyright (C) 2003 HKIEd APFSLT. Volume 4, Issue 2, Article 4 (Dec., 2003). All Rights Reserved.