| 摘要(英) |
Science reading is regarded as one of the valuable ways to develop students’ scientific literacy. To scaffold teaching and learning in science reading in elementary school, this study aimed to develop the Online Science Reading System (OSRS). Multiple reading comprehension strategies are integrated and designed as learning scaffoldings in the OSRS. After developing the OSRS, the current study further conduct a series of system evaluations on the OSRS. A total of 62 elementary teachers were invited to use the OSRS and evaluated the OSRS with a quantitative survey developed in this study. This study found that the participant teachers expressed satisfactory perceived usefulness and ease of use of the OSRS, and were highly interested in using the OSRS in their science fair instruction. Also, they highly recognized the usefulness of both the instructional and learning scaffoldings provided in the OSRS. The teachers’ responses on open-ended items of the questionnaire also provides helpful comments on the further development of OSRS. Based on the findings in this study, implications for educational practices, system design, and future research are suggested. |
| 參考文獻 |
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