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1
المؤلفون: 魏路貞, Nuning Catur Sri Wilujeng
المساهمون: 籃玉如博士, Yu-Ju Lan, Ph. D.
مصطلحات موضوعية: 線上漫畫創作, 以華語為外語, 合作學習, 電腦輔助合作學習, 科技促進語言學習, online comic, Mandarin Chinese, collaborative learning, computer supported collaborative learning (CSCL), technology enhanced language learning (TELL)
وصف الملف: application/pdf
Relation: GN060185015I; http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN060185015I%22.&%22.id.&; http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/85335
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2
المؤلفون: 鄭涵尹
مصطلحات موضوعية: 自我調整學習, 同步電腦輔助溝通, 電腦輔助合作學習, self-regulated learning, synchronous computer-mediated communication, computer-supported collaborative learning
Relation: http://ir.lib.ntust.edu.tw/handle/987654321/46131; http://ir.lib.ntust.edu.tw/bitstream/987654321/46131/-1/index.html
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3Dissertation/ Thesis
المؤلفون: 周憲男, Chou Hsien-Nan, 王岱伊, 林珊如, Lin San-Ju
المساهمون: 理學院科技與數位學習學程
مصطلحات موضوعية: 錨式學習法, 問題解決, 電腦輔助合作學習, 註記, Anchored Instruction, Problem-solving, CSCL, Annotation, edu, lang
Relation: http://hdl.handle.net/11536/48766
الاتاحة: http://hdl.handle.net/11536/48766
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4Dissertation/ Thesis
المؤلفون: 楊肅健, Yang, Suh Jiann
المساهمون: 楊美華 林秋斌
مصطلحات موضوعية: 電腦輔助合作學習, 閱讀理解, 電子繪本, CSCL, Reading comprehension, Electronic Picture Storybooks, Group Scribbles, edu, lang
Time: 6
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5Dissertation/ Thesis
المؤلفون: 林靜宜
المساهمون: 洪煌堯
مصطلحات موضوعية: 科學本質觀, 電腦輔助合作學習, 知識翻新, 知識論壇, 實證取向, 建構取向, Nature of science, computer-supported collaborative learning, knowledge building, Knowledge Forum, positivist-oriented, constructivist-oriented
Time: 27
وصف الملف: 10251619 bytes; application/pdf
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Kuhn(著)。; 科學陏命的結構。台北市：遠流。; 舒煒光、邱仁宗（1990）。當代西方科學哲學評述。台北市：水牛出版社。; 詹志禹（1996）。認識與知識：建構論vs 接受觀。教育研究雙月刊，49，; 25-38。; 董庭豪（2009）。透過電腦輔助合作學習活動增進國小學童數學估算表現之研; 究。國立新竹教育大學數位學習科技研究所碩士論文，未出版，新竹市。; 謝薰靜（2005）。中小學教師對科學本質與科學史教學需求性的研究。國立台; 中教育大學自然科學教育學系碩士論文，未出版，台中市。; 蘇義賢（2008）。電腦模擬教學在高中生活科技之應用─以室內配線教學為; 例。國立嘉義大學教育科技研究所碩士論文，未出版，嘉義市。; 西文部分; Abd-El-Khalick, F., Bell, R. L., & Lederman, C. G. (1998).; The nature of science and instructional practice; making the unnatural natural. Science Education, 82; 417-436.; Abd-El-Khalick, F., & Lederman, C. G. (2000). The influence; of history of science course on students’ views of; nature of science. Journal of Research in Science; Teaching, 37(10), 1057-1095.; Abimbola, I. O. (1983). The relevance of the ―new‖; philosophy of science for the science curriculum.; School Science and Mathematics, 83, 181-193.; Alters, B. J. (1997). Whose nature of science? Journal of; Research in Science Teaching, 34(1), 39-55.; Cleminson, A. (1990). Establishing an epistemological base; for science teaching in the light of contemporary; notions of the nature science and of how children learn; science. Journal of Research in Science Teaching, 27; (5), 429-445.; Criffiths, A. K., & Barman, C. R. (1995). High school; students’ views about the nature of science: Results; from three countries. School Science and Mathematics, 95; (5), 248-255.; Chen, G. D., Ou, K. L., C. C., & Liu, B. J., (2001).; Intervention and strategy analysis for web group-; learning. Journal of Computer Assisted Learning, 17(1); 58-72.; Chen, S. (2006). Development of an instrument to assess; views on nature of science and attitudes toward; teaching science. Science Education, 90(5), 803-819.; Driver, R., Leach, J., Millar, R., & Scott, P. (1996).; Young people's image of science. Buckingham, UK: Open; University Press.; Harasim, L. M. (1993). Networks: Computers and; international communication. Cambridge, MA: MIT Press.; Harasim, L., Hiltz, S. R., Teles, L., & Turoff, M. (1995).; Learning networks: a field guide to teaching and; learning online: Mit Press.; Hoffman, J. L., Wu, H.-K., Krajcik, J. S., & Soloway, E.; (2003). The nature of learners' science content; understandings with the use of on-line resources.; Journal of Research in Science Teaching, 40(3), 323-346.; Hong, H. Y., Scardamalia, M., Messina, R., & Teo, C. L.; (2008). Principle-based design to foster adaptive use; of technology for building community knowledge. In G.; Kanselaar, V. Jonker, P.A. Kirschner, & F.J. Prins; (Eds.), International Perspectives in the Learning; Sciences: Cre8ing a learning world. Proceedings of the; Eighth International Conference for the Learning; Sciences – ICLS 2008, Vol. 1 (pp. 374-381). Utrecht; the Netherlands: International Society of the Learning; Sciences, Inc.; Hong, H.-Y., & Sullivan, F. R. (2009). Towards an idea-; centered, principle-based design approach to support; learning as knowledge creation. Educational Technology; Research & Development, 57(5), 613-627.; Johnson, D. W., & Johnson, R. T. (1994). Learning together; and alone: cooperative, competitive, and; individualistic learning. Boston, MA: Allyn and Bacon.; Jonassen, D. H. (2000). Computers as Mindtools for Schools; Engaging Critical Thinking (2nd ed.). Upper Saddle; River, N.J.: Merrill.; Katz, S., & Lesgold, A. (1993). Collaborative Problem-; Solving and Reflection in Sherlock II. Paper presented; at the Workshop on Collaborative Problem Solving; Theoretical frameworks and Innovative systems; Edinburgh.; Koschmann, T. (1996). Computer Supported Collaborative; Learning: theory and practice of an emerging paradigm.; New Jersey: Laurence Erlbaum.; Lederman, N. G. (1986). Relating teaching behavior and; classroom climate to change in students’ conceptions; of nature of science. Science Education, 70(1), 3-19.; Lederman, N. G. (1992). Students’ and teachers’; conceptions of the nature of science: A review of the; research. Journal of Research in Science Teaching, 29; (4), 331-359.; Marble, S. T, (1992). Student descriptions of the nature of; science. (Doctoral dissertation, University of Texas at; Austin). (University Microfilms NO AAC93-0227).; Nussbaum, J. (1989). Classroom conceptual change; Philosophical perspectives. International Journal of; Science Education, 11, 530-540.; Owston, R. D. (1997). The world wide web: A technology to; enhance teaching and learning. Educational Researcher; 27-33.; Parker, R. (1984). Small-group cooperative learning in the; classroom. (ERIC No. 242065).; Proper, H., Wideen, M. F., & Ivany, G. (1988). World view; projected by science teachers: a study of classroom; dialogue. Science Education, 72(5), 547-560.; Pena-Shalf, J. B.,& Nicholls, C. (2004). Analyzing student; interactions and meaning construction in computer; bulletin board discussions. Computers and Education, 42; (3), 243-265.; Palmquist, B. C. & Finley, F. N. (1997). Preservice; teacher’s views of the science during a; postbaccalaureate science teaching program. Journal of; arch in Science Teaching, 34(6), 595-615.; Roach, L. E. & Wandersee, J. H. (1993). Short story; sience: Using historical vignettes as teaching tool. The Science Teacher, 60(6), 18-21.Roschelle, J., Tatar, D., Roschelle, J., Tatar, D., Chaudhury, S. R., Dimitriadis, Y., Patton, C., & DiGiano, C. (2007). Ink, Improvisation, and Interactive Engagement: Learning with Tablets. Computer, 40(9), 42-48.Savoraara, H. (2005). An exploration of students’ strategy use in inquiry-based computer-supported collaborative learning. Journal of Computer Assisted Learning, 21, 39-52.; Scardamalia, M., Bereiter, C., & Lamon, M. (1994). The CSILE project: Trying to bring the classroom into World 3. In K. McGilley (Eds.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 201-228). Cambridge, MA: MIT Press.; Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Ed.), Liberal education in a kowledge society (pp. 67-98). Chicago: Open Court.; Scardamalia, M., & Bereiter, C. (2003). Knowledge building. In Encyclopedia of Education (2nd ed., pp. 1370-1373). New York: Macmillan Reference, USA.; Scardamalia, M. (2004). CSILE/Knowledge Forum®. In Education and technology: An encyclopedia (pp. 183-192). Santa Barbara: ABC-CLIO.; Scardamalia, M., &Bereiter, C. (2006). Knowledge building: Theory, pedagogy, and technology. In K. Sawyer(Ed.), Cambridge Handbook of the Learning Sciences (pp.97-118). New York: Cambridge University Press.; Slavin, R. E. (1985). Team-Assisted Individualization: Combining Cooperative Learning and Individualized Instruction in Mathematics. In Slavin, R. E., Sharan, S., Kagan, Hertz-Lazarowitz, R., Webb, C.& Schmuck, R. （Eds）. Learning to Cooperative, Cooperating to Learn (pp.177-209). New York: Plenum.; Smith, M. U., & Scharmann, L. C. (1999). Defining versus describing the nature of science: A pragmatic analysis for classroom teachers and science educators. Science Education, 83(4), 493-509.; Songer, N., & Linn, M. (1991). How do students’ views of science influence knowledge integration? Journal of research in science teaching, 28, 761-784.; Solomon, J., Duveen, J., Scot, L., & McCarthy, S. (1992). Teaching about the nature of science through history: Action research in the classroom. Journal of Research in Science Teaching, 29 (4), 409-421.; Suchin, V. (1993). Effect of research experience on teachers'' perceptions of the nature science (science training). Unpublished doctoral dissertation, University of Minnesota.; Strauss, A. L., & Corbin, J. (1990). Basics of qualitative research: grounded theory procedures and techniques. Newbury Park, CA: Sage Publications.; Stahl, G. (2000). A model of Collaborative Knowledge –Building. In B.Fishman & S. O’Connor-Divelbiss (Eds), Fourth International Conference of the Learning Sciences (pp.70-77). Mahwah, NJ: Erlbaum.; Stahl, G., Koschmann, T., & Suthers, D. (2006). Computer-supported collaborative learning: An historical perspective. Cambridge handbook of the learning sciences, form; http://www.cis.drexel.edu/faculty/gerry/cscl/CSCL_English.pdf; Suthers, D. (1998). Technical report: Computer Aided Education and Training Initiative. Pittsburgh: Learning Research and Development Center, University of Pittsburgh.; Sun, K. T., Lin, Y. C. & Yu, C. J. (2008). A study on learning effect among different learning styles in a Web-based lab of science for elementary school students. Computers & Education, 50, 1411-1422.; Tomlinson, H., & Henderson, W. (1995). Computer supported collaborative learning in schools: a distributed approach. British Journal of Educational Technology, 26(2), 131-140.; Tsai, C. C. (1998). 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6Dissertation/ Thesis
المؤلفون: 陳錦瑜
مصطلحات موضوعية: 情境式學習, 自主式學習, 電腦輔助合作學習, 建構式學習, Constructivist, Computer Supported Collaborative Learning, Self-regulated Learning, Contextual learning
وصف الملف: 148 bytes; application/octet-stream
Relation: http://ir.lib.ntust.edu.tw/handle/987654321/12992; http://ir.lib.ntust.edu.tw/bitstream/987654321/12992/1/
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7
المؤلفون: 張智凱
Relation: 國科會科教處95年度資訊教育學門專題研究計畫成果討論會; http://asiair.asia.edu.tw/ir/handle/310904400/5589
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8
المؤلفون: 簡啟雯, Chi-Wen Chien
المساهمون: 劉顯親, Hsien-Chin Liou
مصطلحات موضوعية: 電腦輔助合作學習, 同儕回饋, 線上寫作, 部落閣, computer-mediated collaborative learning, POWER, peer response, online writing, blogeffectiveness research, effectiveness research, lang, edu
Time: 10
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9Dissertation/ Thesis
المؤلفون: 楊肅健, Yang, Suh Jiann
مصطلحات موضوعية: 電腦輔助合作學習, 閱讀理解, 電子繪本, CSCL, Reading comprehension, Electronic Picture Storybooks, Group Scribbles
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10Dissertation/ Thesis
المؤلفون: 林靜宜
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11
المؤلفون: 鄭晉昌
المساهمون: 淡江大學資訊與圖書館學系
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12Dissertation/ Thesis
المؤلفون: 陳昭秀, Chao-hsiu Chen, 周倩, Chien Chou
المساهمون: 傳播研究所
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13Dissertation/ Thesis
المؤلفون: 洪啟元, Chi-Yuan Hung, 周倩, Chien Chou
المساهمون: 傳播研究所