Reference: | 丁信中、洪振芳、楊芳瑩(2001)。科學理論形成與精煉過程對科學學習的意涵。科學教育月刊,240,2-13。 于富雲(2001)。從理論基礎探究合作學習的教學效益。教育資料與研究,38,22-28。 王千倖(2001)。Web科技應用之教學行動研究。「廿一世紀教育改革與教育發展」國際學術論文研討會,215-236。 台灣1000大企業人才策略與最愛大學生調查(無日期)。 Cheers快樂工作人雜誌新鮮人專刊。2009年12月4日,取自http://www.businessweekly.com.tw/webarticle.php?id=36096&p=1 甘永成(2005)。虛擬學習社區中的知識建構和集體智慧發展--知識管理與e-Learning 結合的視角。北京市:教育科學出版社。 多元智慧的教與學(遠流出版社譯)(2001)。台北市:遠流出版社。(原著出版年﹕1996年) 吳莉欽( 2002 )。電腦網路學習環境的理念與問題。教育資料與圖書館學,39(4),441- 455。 吳濤、顧月琴(2009)。試析CSCL的理論基礎及協作原則。教學研究,2,9-12。 巫俊明(1997)。歷史導向物理課程對科學本質的了解、科學態度、及物理學科成績之影響。物理教育,1(2),64-84。 李明芬、林金根(2008)。世界咖啡館的社會創新力:華人智慧與西方知識的整合實踐。人事月刊,47(4),19-31。 彼得聖吉((2002))。學習型學校(上)(下)。(天下文化譯)。台北:天下文化。(原著出版年﹕1990年) 林秀玉(2006)。小組合作學習達到真正成功必備的要點。科學教育,295,23-32。 邱貴發(1996)。情境學習理念與電腦輔助學習-學習社群探討。台北市:師大書苑。 邱貴發(1998)。網路世界中的學習:理念與發展。教育研究資訊,6(1),20-27。 洪振方(1997)。科學史融入科學教學之探討。高雄師大學報,8,233-246。 唐.泰普史考特、 安東尼.威廉斯(2007)。維基經濟學。(商智文化譯)。台北市:商智文化。(原著出版年﹕2007年) 容淑華(2004)。教育劇場是學習社群的典範?。美育雙月刊,142,70-77。 索羅維基(2005)。群眾的智慧:如何讓個人、 團隊、企業與社會變得更聰明。(遠流出版社譯)。台北:遠流。(原著出版年﹕2004年) 翁秀玉、段曉林(1997)。科學本質在科學教育上的啟示與作法。科學教育月刊,201,2-15。 張秀雄、吳美嬌、劉秀嫚(1999)。合作學習在公民養成教育上的意義。公民訓育學報,8,123-152。 張春興(1993a)。現代心理學。台北市:東華。 張春興(1993b)。教育心理學:三化取向的理論與實踐。台北市:東華。 張基成(1998)。教師專業成長網路學習社群之規劃及其預期效益與挑戰。教學科技與媒體,40,31-42。 張基成、唐宣蔚(2000)。一個架構於全球資訊網上的知識分散式網路學習社群。遠距教育,13/14,18-37。 莊慧娟、柳嬋娟(2008)。基於解釋的協作知識建構過程模型。現代教育技術,18(9),19-22。 許良榮(2000):國小自然科「科學史輔助教材---地球」之發展研究。八十八學年度師範學院教育學術論文發表會論文集。 許良榮(2001):科學史導向教材—「地球的形狀與運動」之改進研究。九十學年度師範學院教育學術論文發表會論文集。 許良榮、李田英(1995)。科學史在科學教學的角色與功能。科學教育,179,15-27。 郭鴻銘、沈青嵩(1976)。科學素養之涵義。科學教育,1,9-16。 陳曉慧、阿不都卡德爾‧艾買爾(2009)。CSCL定義的演變和國際CSCL會議的主題變革。中國電化教育,5,21-24。 斯琴圖亞、魏志慧(2009)。如何使學習者為知識社會做好準備--訪國際知名教育心理學家瑪琳•斯卡德瑪麗亞教授。開放教育研究,2,4-10。 黃政傑、林佩璇((1996))。合作學習。台北市:五南圖書出版公司。 黃寶蓉(2000)。科學本質在教與學的意函之研究。國立高雄師範大學科學教育研究所碩士論文,未出版,高雄市。 楊昭儀、徐新逸(1997)。建構網路學習社群的教學設計模式。視聽教育雙月刊,39(13),15-27。 董庭豪(2008)。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。 詹雯靜(2009)。不同電腦支援合作學習環境對師培生在教育理論、教師專業與教學實務等概念學習上之影響。國立政治大學教育學系碩士論文,未出版,台北市。 鄧文新、陸芳(2007)。CSCL的研究範疇與發展趨勢研究。現代教育技術,1(17), 58-61。 鄭子善(2000)。科學故事課程設計之行動研究-以燃燒現象發展史為例。國立花蓮師範學院國小科學教育研究所碩士論文,未出版,花蓮市。 鄭秀如、林煥祥(1998)。科學史對高中學生學習成就之影響。科學教育學報,2,205-222。 蕭碧茹、洪振方(2000)。以認知歷史分析法探究科學史及其在科學教育的意涵。科學教育月刊,235,2-113。 謝幼如(2007)。網路環境下基於問題的協作知識建構活動。2009年12月16日,取自:http://202.116.45.198:8080/0518/web_ckb/llyj/CKBactivity.doc Alters, B. J. (1997). Whose nature of science? Journal of Research in Science Teaching, 34(1), 39-55. Aikenhead, G. S., Fleming, R. W., & Ryan, A. G. (1987). High school graduates’ beliefs about science-technology-society(I): Methods and issues in monitoring student views. Science Education, 71(2), 145-161. Adams, D. & Hamm, M. (1996). Cooperative learning: critical thinking and collaboration across the curriculum (2nd edition). Springfield, Il: Charles Thomas Publishers. American Association for the Advancement of Science, [AAAS] (1989). Project 2061: Science for all Americans. Washington, D. C.: Author. Brown, A. L. (1997). Transforming schools into communities of thinking and learning about serious matters. American Psychologist, 52(4), 399-413. Bruffee, K.A. (1999). Collaborative Learning: Higher education, interdependence, and the authority of knowledge. Baltimore: Johns Hopkins University Press. Brief, A. P. & Aldag, R. J. (1977). The intrinsic extrinsic dichotomy toward conceptual clarity. Academy of Management Review, 2(3), 496-500. Beers, P. J., Boshuizen, H. P. A., Kirschner, P. A., & Gijselaers, W. H. (2006). Common ground, complex problems and decision making. Group Decision and Negotiation, 15, 529–556. Barab, S. A., & Duffy, T. (2000). From practice fields to communities of practice. In D. Jonassen, & S. M. Land. (Eds.), Theoretical foundations of learning environments (pp. 25-56). Mahwah, NJ: Lawrence Erlbaum Associates. Bannon, L.J. & Schmidt, K. (1991). CSCW, four characters in search of a context. In J.M. Bowers & S.D. Benford (Eds.), Studies in computer supported cooperative work (pp. 3-16). Amsterdam: North-Holland. Crook, C. (1996). Computers and the Collaborative Experience of Learning. London: Routledge. Chen, T. (2003). Recommendations for creating and maintaining effective networked learning communities: A review of the literature. International Journal of Instructional Media, 30(1):34-44. Collins, a. & Bielaczyc, K. (1997). Dreams of Technology-Supported Learning Communities. Proceedings of The 6th International Conference on Computer-Assisted Instruction (PP 1-8). Taiwan. Collette, A. T., & Chiappeta, E. L. (1994). Science instruction in the middle and secondary school (3rd). Columbus, Ohio: Merrill. Chan, W.J., Hong, H.Y., Chen, F.C., Lin, S.P. (2009). Effects of Knowledge-Building Environment on Teacher-Education Students’ Conceptions about Theories and Practices in Teaching. International Conference on Computers in Education (ICCE). Clark, D., & Linn, M. C. (2003). Designing for Knowledge Integration: The Impact of Instructional Time. The Journal of the Learning Sciences, 12(4), 451-494. DeLap, D. (1999). Cooperative learning: a delphi study. Ann Arbor, Mich: UMI. Dolphin, G. (2000). Evolution of the Theory of the Earth: A Contextualized Approach for Teaching the History of the Theory of Plate Tectonics to Ninth Grade Students. Science & Education, 18(3-4), 425-441. Dedes, C. & Ravanis, K. (2000). History of Science and Conceptual Change: The Formation of Shadows by Extended Light Sources. Science & Education, 18(9), 1135-1151. Driver, R., Leach, J., Millar, R., & Scott, P. (1996). Young people`s images of science. Philadelphia: Open University Press. Giselle, O. (2004). Developing learning communities through teacher expertise. CA: Corwin press. Garrison, J. W., & Lawwill, R. S. (1993). Democratic science teaching: A role for the history of science. Interchange,24(1 & 2), 29-39. Gay, G., Stefanone, M., Grace-Martin, M., Hembrooke, H. (2001). The effects of wireless computing in collaborative learning environments. International Journal of Human-Computer Interaction, 13(2), 257-276. Grossman, P., Wineburg, S., & Woolworth, S. (2000, April, 2000). In Pursuit of Teacher Community. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans: LA. Hillery, G. A. (1955). Definitions of community: Areas of agreement. Rural Sociology, 20, 111-123. Horrigan, J. B. (2001). Online communities: Networks that nurture long-distance relationships and local ties. Pew Internet and American Life Project. Retrieved December 01, 2009, from the World Wide Web: http://www.pewinternet.org/reports/toc.asp?Report=47. Hagel, J., & Armstrong, A. (1997). Net gain: Expanding markets through virtual communities. Boston, MA: Harvard Business School Press. Hong, H.Y., Chen, F.C., Chang, H.M., Liao, C.Y., & Chan, W.C. (2009). Exploring the effectiveness of an idea-centered design to foster a computer-supported knowledge building environment. CSCL (Computer Supported Collaborative Learning) Conference, Athens, Greece. Hong, H.Y. & Sullivan, F. R. (2009). Towards an idea-centered, principle-based design approach to support learning as knowledge creation. Educational Technology Research and Development, 57(5), 613-627. 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. Johnson, C. (2002) The writing’s on the board, Educational Computing & Technology, September, 58–59. Johnson, D. (2002). Everyday practice in problem-solving. Library Talk, 15(1),64. Jenkins, E. (1989).Why the history of science﹖In M. Shortland & A. Warwick(Eds.), Teaching the history of science (p.19-29). Basil Blackwell: The British Society for the History of Science. Johnson, D. W., & Johnson, R. T. (1994). Learning Together and Alone. cooperative, competitive, and individualistic earning. (4th ed.). Boston: Allyn & Bacon. Johnson, D. W., Johnson, R.T., & Stanne, M. B. (2000). Cooperative learning methods: A meta-analysis. Retrieved October 01, 2009, from the World Wide Web: http://www.clcrc.com/pages/cl-methods.html. Kaye, A. (1995). Computer-supported collaborative learning in a multi-media distance education environment. In C. O’Malley (Ed.), Computer supported collaborative learning (pp. 125–144). Berlin: Springer-Verlag. Kauffman, G. B. (1991). History in the chemistry curriculum. In M. R. Matthews (Ed.). History, Philosophy, and Science teaching: Selected Readings (p.185-200). Toronto & New York: OISE Press, Teachers Colleege Press. Kipnis, N. (1996). The Historical-Investigative: Approach to teaching science. Science & Education, 5, 277-292. Kirschner, P.A. (2002). Can we support CSCL? Educational, social and technological affordances for learning. In P. A. Kirschner (Ed). Three worlds of CSCL. Can we support CSCL (pp. 61-91). Heerlen, Open Universiteit Nederland. Klopfer, L. E., & Watson, F. G. (1957). Historical materials and high school science teaching. The Science Teacher, October, 264-265; 292-293. Lewin, K.(1951). Field theory in social science : selected theoretical papers. In D. Cartwright. NY: Harper & Brothers Publishers. Lakkala, M., Lallimo, J., & Hakkarainen, K. (2005). Teachers’ pedagogical designs for technology-supported collective inquiry: A national case study. Computer & Education, 45(3), 377-356. Levin, J.A., & Thurston, C. (1996). Educational electronic network: A review of research and development. Educational Leadership, 54(3), 46-50. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. Lederman, N. G., Wade, P., & Bell, R. L. (2000). Assessing understanding of nature of science: A historical perspective. In W. F. Mc-Comas (Ed.), The nature of science in science education: Rationales and strategies (pp. 331-350). Boston: Kluwer. Meichtry, Y. J. (1999). The nature of science and scientific knowledge: Implications for a preservice elementary methods course. Science & Education, 8, 273– 286. McComas, W. F., Clough, M. P., & Almazroa, H. (2000). The role and character of the nature of science in science education. In W. F. Mc-Comas (Ed.), The nature of science in science education: Rationales and strategies (pp. 3-40). Boston: Kluwer. Malone, T. W., & Lepper, M. R. (1987). Making learning fun: A taxonomy of intrinsic motivations for learning. In R. E. Snow & M. J. Farr (Eds.), Aptitude, Learning and instruction. Hillsdale, NJ: Erlbaum. Myers, C. B.,& Simpson, D. J.(1998). Re-creating schools: Places where everyone learns and likes it. Thousand Oaks, CA: Corwin. National Assessment of Educational Progress [NAEP]. (1989). National Assessment Science Objectives-1990 assessment. National Research Council [NRC]. (1996). National Science Education Standards. Washington, DC: National Academy Press. Oldroyd, D. R. (1977). Teaching the history of chemistry in New South Wales secondary schools. The Australian Science Teachers Journal, 23(2), 9-22. Owens, R.G. (1991). Organizational Behavior in Education. Boston: Allyn and Bacon. Oudshoff, A.M., Bosloper, I.E., Klos T.B., & Spaanenburg L. (2003). Knowledge discovery in virtual community texts: clustering virtual communities. Journal of Intelligent and Fuzzy Systems. 14(1), 13–24. Palmquist, B. C. (1993). Preservice teachers’ views of the nature of science during a postbaccalaureate science teaching program. Unpublished doctoral dissertation, University of Minnesota. Paavola, S., Lipponen, L., & Hakkarainen, K. (2004). Models of Innovative Knowledge Communities and Three Metaphors of Learning. Review of Educational Research, 74(4), 557-577. Palloff, R., & Pratt, K. (2001). Lessons from the cyberspace classroom: The realities of online teaching. San Francisco: Jossey-Bass. Porter, C. E. (2004). A typology of virtual communities: A multi-disciplinary foundation for future research. Journal of Computer-Mediated Communication 10 (1). Retrieved October 8, 2009, from the World Wide Web : http://jcmc.indiana.edu/vol10/issue1/porter.html. Piaget, J. (1948). The moral judgement of the child. Gelence, I1: Free Press. Parrish, R. (2002). The Changing Nature of Community. Strategies 15, 259–284. Parker, R. E. (1985). Small-group cooperative learning-improving academic, social gains in the classroom. NASS Bulletin, 69(479), 18-57. Reigeluth, C. M. (1983). Instructional-design theories and models. Hillsdale, NJ: Lawrence Erlbaum Associates. Roschelle, J.(2006). Effective integration of dynamic representations and collaboration to enhance mathematics and science learning. Retrieved October 20, 2009, from the World Wide Web : http://cmslive.curriculum.edu.au/verve/_resources/Roschelle_Paper.pdf. Rubba, P.A., & Andersen, H. O. (1978). Development of an instrument to assess secondary school students’ understanding of the nature of scientific knowledge. Science Education, 62(4), 449-458. Relan, A., & Gillani, B. B. (1997). Web-based instruction and the traditional classroom: similarities and differences. In: B. H. Khan (Ed.), Web-based instruction (pp. 41–46). Englewood Cliffs, NJ: Educational Technology Publications. Roach, L. E., & Wandersee, J. H. (1993). Short Story Science: Using Historical Vignettes as a Teaching Tool. The Science Teacher, 9, 18-21. Schecker, H. P. (1992). The paradigmatic change in mechanics: Implication of historical processes for physics education. Science and Education, 1(1), 71-76. Stahl, G. (2000). A model of collaborative knowledge-building. In B. Fishman & S. O`Connor-Divelbiss (Eds.), Proceedings of the Fourth International Conference of the Learning Sciences (pp. 70-77). Mahwah, NJ: Erlbaum. Stahl, G. (2003). Meaning and interpretation in collaboration. In B. Wasson, S. Ludvigsen & U. Hoppe (Eds.), Designing for change in networked environments (pp. 523-532). Dordrecht: Kluwer Academic Publishers. Retrieved December 10, 2009, from the World Wide Web : http://www.cis.drexel.edu/faculty/gerry/cscl/papers/ch20.pdf. Stahl, G. (2007). Meaning making in CSCL: Conditions and preconditions for cognitive processes by groups. Paper presented at the international conference on Computer-Supported Collaborative Learning (CSCL2007), Brunswick, NJ. Sawyer, K. (Ed.). (2006). The Schools of the Future. Cambridge handbook of the learning sciences. Cambridge: Cambridge University Press. Slavin, R. E. (1994). A practical guide to cooperative learning. Massaxhusetts:Allyn & Bacon. Slavin, R. E. (1995). Cooperative Learning: theory, research, and practice (2nd ed.). Boston: Allyn & Bacon. Slavin, R. E. (2000). Educational psychology: Theory and practice(6th ed.). Boston: Allyn & Bacon. Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B.Smith (Ed.), Liberal education in a knowledge society (pp. 67-98). Chicago: Open Court. Scardamalia, M. (2004). CSILE/Knowledge Forum®. In Education and technology: An encyclopedia (pp. 183-192). Santa Barbara: ABC-CLIO. Silva, M. & Breuleux, A. (1994). The use of participatory design in the implementation of internet-based collaborative learning activities in K-12 classrooms. Interpersonal Computing and Technology: An Electronic Journal for the 21st Century, 2(pp. 99-128). Retrieved December 10, 2009, from: http://www.helsinki.fi/science/optek/1994/n3/silva.txt Scardamalia, M., & Bereiter, C. (2006). Knowledge building: Theory, pedagogy, and technology. In Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 97-118). Scardamalia, M., & Bereiter, C. (2003). Knowledge building. In Encyclopedia of Education (2nd ed., pp. 1370-1373). New York: Macmillan Reference, USA. 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. Stahl, G., Koschmann, T., & Suthers, D. (2006). Computer-Supported Collaborative Learning. In Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 409-425). Sharan, S., Shaulov A. (1990). Cooperative Learning, Motivation to Learning, and Academic Achievement. In S. Sharan(Ed), Cooperative Learning: Theory and Research.(pp173-202.) NY: Praeger Publishers. Sorensen, E. & Takle, E. (2001). Collaborative knowledge building in web-based learning: Assessing the quality of dialogue. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications (ED-MEDIA 2001) (pp. 1772–1777). Chesapeake, VA: Association for the Advancement of Computing in Education. Trilling, B. & Hood, P. (1999). Learning, technology, and educational reform in the knowledge age or “We’re wired, webbed, and windowed, now what?”. Educational Technology, 39(3): 5-18. Tomlinson, H., & Henderson, W. (1995). Computer supported collaborative learning in schools: a distributed approach, British Journal of Education Technology, 26(2),133-140. Vygotsky. (1978). Mind in society : the development of higher psychological processes. Cambridge : Harvard University Press. Wenger, E.(1998). Communities of practice: Learning, meaning, and identity. Cambridge: England University Press. Wittrock, M. C. (1978). The cognitive movement in instruction. Educational Psychology, 13, 15-29. Webbs, N. M. (1985). Peer interaction and learning in small groups. International Journal of Educational Research, 13, 21-39. Welch, W. W. (1966). Welch science process inventory, form D. Minneapolis, MN: Minnesota Research and Evaluation Center, University of Minnesota. Wang, H. A., & Marsh, D. D. (2002). Science instruction with a humanistic twist: Teachers’ perception and practice in using the history of science in their classroom. Science and Education, 11(2), 169-189. Wenger, E., McDermott, R.& Snyder, W. M.(2002). Cultivating communities of practice. Boston: Harvard Business School Press. Zurita, G., & Nussbaum, M. (2004). Computer supported collaborative learning using wirelessly interconnected handheld computers. Computers & Education, 42(3), 289-314. Zurita, G., & Nussbaum, M. (2004). Computer supported collaborative learning using wirelessly interconnected handheld computers. Computers & Education, 42, 289-314. |