基於知識翻新理論的數位說故事活動對國小高年級學生非形式推理思考表現與數位說故事表現之影響-以基因改造食物為例

以作者查詢圖書館館藏

、以作者查詢臺灣博碩士

、以作者查詢全國書目

、勘誤回報

、線上人數：41

、訪客IP：3.137.199.145

姓名

黃紹芊(Shao-Chien Huang) 查詢紙本館藏

畢業系所

網路學習科技研究所

論文名稱

基於知識翻新理論的數位說故事活動對國小高年級學生非形式推理思考表現與數位說故事表現之影響-以基因改造食物為例
(The influence of digital storytelling activities on the informal reasoning thinking performance and digital storytelling performance of senior elementary school students based on the theory of knowledge buliding -taking genetically modified foods as an example)

相關論文

★ 支援國小科展探究教與學之網路科展探究系統的開發與評估	★ 教師科展專業知識分享社群平台系統開發與評估
★ 科學小論文寫作平台的建置與評估	★ 「探究教學線上教師社群平台」之建置與評估:以知識管理理論為基礎
★ 科學閱讀平台之發展與評估	★ 以鷹架為基礎之科展探究系統平台之開發與評估
★ Improving Novice Teachers’ Instructional Practice Through Online Multilevel Reflection: The Role of Novice Teachers’ Beliefs	★ The Effect s of Video-based Reflection on Preservice Teachers′ Micro Teaching Focusing on Meaningful Learning with ICT
★ Examining Teachers’ Online Video-Based Reflective Practice for Professional Development Regarding Guided-Discovery Learning Instruction	★ 數位教育遊戲之開發與評估：以「Mr.道耳頓的奇幻歷險」為例
★ 應用自然語言處理技術開發基於知識翻新理論之線上非同步合作論證平台與平台初步評估	★ 同步討論與反思系統（SDRS）對小學生知識建構學習環境感知和學習成果的影響
★ 具有集成設計框架的同步在線論證系統用戶界面：重新設計和評估	★ 科學探究學習系統之開發與評估
★ 支援科學專題學習之線上學習平台開發與評估	★ 線上合作共同備課平台：開發與評估

檔案

[Endnote RIS 格式]

[Bibtex 格式]

[相關文章]

[文章引用]

[完整記錄]

[館藏目錄]

至系統瀏覽論文 (2025-8-1以後開放)

摘要(中)

面對二十一世紀的科技時代，為求生活便利，人類善用智慧結合發達的技術，進行諸多改良，同時隨之而來因基因改造食物產生的社會性科學議題。經研究發現學生在社會性科學議題的非形式推理能力是不足的，然而為重視「基因改造食物」、「社會性科學議題」和「非形式推理思考表現」三者對未來人類社會的影響，研究者透過基於知識翻新理論的數位說故事活動，以瞭解本研究目的，如下：一、透過非形式推理綜合分析法，來了解學生社會性科學議題之探討對非形式推理思考表現的影響；二、透過知識翻新理論的介入，以了解知識翻新教學與一般傳統教學對於學生數位說故事表現及所覺知的學習環境是否有差異存在。
本研究採用實驗研究法之準實驗設計，研究對象為兩班國小五年級學生，實驗組一班25人，控制組一班25人，共50人。本研究分別對兩班實施八週課程，進行一套「基於知識翻新理論」教學與「一般傳統」教學的數位說故事活動，之後再對兩班非形式推理思考表現、數位說故事表現、知識翻新學習環境進行評量。
研究結果發現本研究此兩種的教學法學習表現效果都好，而「基於知識翻新理論」教學在社會性科學議題非形式推理的「推理模式」、「論證品質」有顯著的提升及成長。在數位說故事表現方面，實驗組在屬微觀的數位說故事表現有所提升，控制組在屬巨觀的數位說故事表現有所提升。
本研究建議：一、高年級課程應適切融入社會性科學議題，以提升學生非形式推理思考表現。二、數位說故事之多媒體應用若結合各領域發展，有助於學生深入學習。三、知識翻新教學的落實需長時間的培養，更應著重在鷹架的使用與反思。

摘要(英)

Facing the technological era of the 21st century, in order to make life easier, human beings make good use of wisdom and advanced technology to carry out many improvements. At the same time, there are social scientific issues arising from genetically modified food. Studies have found that students′ informal reasoning ability on social science issues is insufficient. However, in order to pay attention to the impact of "genetically modified food", "social scientific issues" and "informal reasoning thinking performance " on future human society, researchers used digital storytelling activities based on knowledge building theory to understand the purpose of this study, as follows: 1. Through the comprehensive analysis of informal reasoning, to understand the impact of students′ discussion of social science issues on the performance of informal reasoning thinking; 2. Through the intervention of the knowledge building theory, to understand whether there is a difference between the knowledge building teaching and the general traditional teaching in the students′ digital storytelling performance and the perceived learning environment.
This study adopts the quasi-experimental design of the experimental research method. The research objects are two classes of fifth-grade students in elementary schools, with 25 students in the experimental group and 25 students in the control group, with a total of 50 students.This study implemented an eight-week course for two classes respectively, and carried out a set of learning activities based on "knowledge building theory" teaching and "general traditional" teaching. Afterwards, the two classes were evaluated on informal reasoning thinking performance, digital storytelling performance, knowledge building environment.
The results of the study found that the two teaching methods in this study have good learning performance, and the "based on knowledge building theory" teaching has significantly improved and grown in the "reasoning mode" and "argument quality" of informal reasoning on social science issues. In terms of digital storytelling performance, the experimental group has improved in the microscopic digital storytelling performance, and the control group has improved in the macroscopic digital storytelling performance.
This study suggests that: 1. The senior elementary curriculum should be appropriately integrated into social science issues to improve students′ informal reasoning thinking performance. 2. If the multimedia application of digital storytelling is combined with the development of various curriculum, it will help students to learn in depth. 3. The implementation of knowledge building teaching requires long-term training, and more emphasis should be placed on reflection and the use of scaffolding.

關鍵字(中)

★ 社會性科學議題
★ 非形式推理思考表現
★ 知識翻新理論
★ 數位說故事

關鍵字(英)

★ social scientific issues
★ Informal Reasoning Thinking Performance
★ Knowledge Building Theory
★ Digital Storytelling

論文目次

中文摘要 I
英文摘要 III
誌謝 VI
目錄 VIII
圖目錄 X
表目錄 XII
第一章緒論 1
第一節研究背景 1
第二節研究動機與目的 3
第三節研究問題 5
第四節名詞解釋 7
第五節研究範圍與限制 9
第二章文獻探討 11
第一節社會性科學議題與非形式推理 11
第二節知識翻新理論 19
第三節數位說故事 27
第三章研究方法 41
第一節研究對象 41
第二節研究設計 43
第三節研究流程 50
第四節研究工具 51
第五節資料蒐集 53
第六節資料處理與分析 55
第四章研究結果與討論 67
第一節 69
實驗組與控制組在教學前後之非形式推理思考表現分析 69
第二節 79
實驗組與控制組在教學前後之數位說故事表現評量量表分析 79
第三節 85
實驗組與控制組在教學前後之知識翻新學習環境量表分析 85
第五章研究結論與建議 91
第一節結論 91
第二節建議 93
參考文獻 95
中文 95
英文 97
附錄 106
附錄一數位說故事表現評量量表 106
附錄二國小五年級學生學習環境問卷 108
附錄三教材內容 111

參考文獻

參考文獻
中文
林樹聲（2004）。重视自然與生活科技學習領域中科技爭議議題的融入與探討。
載於教育部(主編）,國民中小學九年一貫課程理論基礎(二)(453-465頁),台北
市:教育部。
林樹聲（2006）。從爭議性科技議題的教學設計和實踐中詮釋科學教師的角色個案
研究。科學教育學刊，14，237-255。
李世忠、姜智庭、王翌任(2011)。運用數位說故事於訊息設計課程之個案研究-以
蘋果電腦融入教學為例。2011技職教育永續發展學術研討會。
李輝（2003）。推行故事教學的好處。2011年11月01日。取自:
http://www.mosgraceful.edu.hk/attachment/pdf/1468572493pK15K.pdf
高美英（2021）。數位說故事教學法研究 - 以原住民語言推行教學為例。醒吾科技大
學資訊科技應用系碩士論文，新北市。取自https://hdl.handle.net/11296/km8689
許世璋、高思明（2009）。整合議題分析、生命故事、與自然體驗之大學環境課
程介入研究著重於情意目標的成效分析。科學教育學刊，17(2)，135-156。
侯怡彣（2018）。結合數位說故事與角色扮演於國小高年級學生網路禮儀課程之教
學行動研究。國立交通大學教育研究所碩士論文。
常雅珍（2005）。說故事的技巧與方法師友，458，72-74。
教育部（2014）。十二年國民基本教育課程綱要總綱。臺北市：教育部。
教育部資訊及科技教育司（2014)。「數位學習推動計盘」103年起全面啟动。
教育部全球資訊網取自http://www.edu.tw/news1/detail.aspx?Node=1088&Page=22491 &Index=1& WID-6635a4e8-10de-4957-aa3e-c3b15c6e6ead
教育部（2018）。十二年國民基本教育课程網要國民中小學暨普通型高级中等學校
一自然科學领域。2022年5月16日，取自:https://12basic.edu.tw/12about-3.php
楊志岐（1996）。精妙辩論技巧。臺北市:漢欣文化。
蔡姿婷（2015）。發展核能環境教育網路課程幫助學生社會性科學議题學習之成
效（未出版之碩士論文）。國立高雄師範大學,高雄市。
劉貴傑（2000）。推理 Reasoning。國家教育研究院，雙語詞彙、學術名詞暨
辭書資訊網，http://terms.naer.edu.tw/detail/1309739/。
劉姍姍（2010）。數位說故應用於成語反思學習。國立臺南大學數位學習科技學系
碩士論文。
羅景文（2013）。智慧教室環境中實施探究式數位說故事策略對關鍵能力影響之研
究。國立臺灣師範大學科技應用與人力資源發展學系碩士論文,未出版,台北。
鍾生官（2006）。數位說故事在統整藝術教育之應用。國際藝術教育學刊，4（1)，51-
63 。
魏鈺螢（2021）。數位說故事之專題導向學習對國小五年級學生水資源保育學習成效之
影響。國立臺北教育大學課程與教學傳播科技研究所（教學傳播與科技碩士論文），台北市。取自https://hdl.handle.net/11296/jf9tyk

英文
Acar, O., Turkmen, L., & Roychoudhury, A. (2010). Student difficulties in socio-scientific
argumentation and decision-making research findings: Crossing the borders of two
research lines. International Journal of Science Education, 32(9), 1191-1206.
Bereiter, C. (1994). Constructivism, socioculturalism, and Popper′s World 3. Educational
Researcher, 23(7), 21-23.
Bull, G., & Kajder, S. (2004). Digital Storytelling in the Language Arts Classroom. Learning
and Leading with Technology, 32(4), 46-49.
Bernajean, P. (2010). "Digital Storytelling Across the Curriculum"
https://creativeeducator.tech4learning.com/vO5/articles/Digital Storytelling Across the
Curriculum
Banaszewski, T.(2002). Digital storytelling finds its place in the classroom. Multimedia
Schools, 9, 32-35. Retrieved April 8 , 2016 from http : //www.infotoday.com/MMSchools/jan02/banaszewski.htm
Bruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press.
Barrett, H. (2006). Convergence of student-centered learning strategies. Technology and
Teacher Education Annual, 1, 647-654.
Chi, M. T. H., & Glaser, R. (1985). Problem-Solving Ability.
Clarke, P. (2000). Learning schools, learning systems. London: Continuum.
Clark, B. (1992). Growing up gified (4th). NY: Merril.
Davies, P. (2008). The computerized peer-assessment of digital storytelling in higher
education. IN: Khandia, F. (ed.). 12th CAA International Computer Assisted
Assessment Conference : Proceedings of the Conference on 8th and 9th July 2008
at Loughborough University. Loughborough : Lougborough University, Pp. 79-94
Eggert, S., & Bogeholz, S. (2010). Students′ use of decision-making strategies with regard to
socioscientific issues: An application of the Rasch partial credit model. Science
Education, 94(2), 230-258.
Evans,J.S.B.,& Thompson,V.A.(2004). Informal reasoning: Theory and method.
Canadian Journal of Experimental Psychology/Revue canadienne de psychologie
expérimentale, 58(2), 69.
Fowler, S.R., Zeidler, D. L., & Sadler, T. D. (2009).Moral Sensitivity in the Context of
Socioscientific Issues in High School Science Students. International Journal of
Science Education, 31(2),279-296.
Fraser, B. J. (1986). Classroom environment. Dover, NH: Croom Helm.
Gubrium, A. (2009). Digital storytelling: An emergent method for health promotion research
and practice. Health Promotion Practice, 10, 186-91. doi:0.1177/1524839909332600.
Gils, F. (2005). Potential applications of digital storytelling in education. In 3rd Twente
Student Conference on IT, University of Twente, Faculty of ElectricalEngineering,
Mathematics and Computer Science, Enschede, February 17-18.
Hong, H.Y., Scardamalia, M., Messina, R., & Teo, C.L. (2008). Principle-based design to
foster adaptive use of technology for building community knowledge. InG. 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.
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., Chen, F. C., Chang, H. M., Liao, C. C. Y., & Chan, W. C. (2009).
Exploring the effectiveness of an idea-centered design to foster a computer-supported
knowledge building environment. In C. O′Malley, D.Suthers, P. Reimann, A.
Dimitracopoulou (Eds.), Computer supported collaborative learning practices:
CSCL2009 Conference proceedings , 142-150. Rhodes, Greece: International Society of
the Learning Sciences, Inc.
Hong, H. Y., Chen, F. C., Chai, C., S., & Chan, W. C. (2011). Teacher-education students’
views about knowledge building theory and practice. Instructional Science, 39(4), 467-
482.
Hahn, U., & Oaksford, M. (2007). The rationality of informal argumentation: A Bayesian
approach to reasoning fallacies. Psychological Review, 114, 704-732
Hwang, G. J., Wu P. H., Zhuang, Y. Y., & Huang, Y. M.(2011) . Effects of the inquiry-hased
mobile learning model on the cognitive load and learning achievement of students.
Interactive Learning Environments.: 10.1080/10494820.2011.575789
Hong, H. Y., Ma, L., Lin, P. Y., & Lee, K. Y. H. (2020). Advancing third graders’ reading
comprehension through collaborative Knowledge Building: A comparative study in Taiwan. Computers & Education, 157, 103962.
Jimenez-Aleixandre, M.-P. (2002). Knowledge producers or knowledge consumers?
Argumentation and decision making about environmental management. International
Journal of Science Education, 24, 1171-1190.
Johnson,R.H., and Blair,J.A.(1987). The Current State of Informal Logic. Informal Logic,
9(2–3), 147-151.
Kolstø, S. D. (2006). Patterns in Students′ Argumentation Confronted with a Risk-focused
Socio-scientific Issue. International Journal of Science Education,28(14), 1689-1716.
Klosterman, M. L., & Sadler, T. D. (2010). Multi-level assessment of scientific content
knowledge gains associated with socioscientific issues-based instruction .
International Journal of Science Education, 32, 1017-1043.
Kuhn, D. (1993). Connecting scientific and informal reasoning. Merrill-Palmer Quarterly,
39(1),74-103.
Karpudewan, M., & Roth, W. M. (2018). Changes in primary students’ informal reasoning
during an environment-related curriculum on socio-scientific issues. International Journal of Science and Mathematics Education, 16(3), 401-419.
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.
Lee, E. Y. C., Chan, C. K. K., & van Aalst, J. (2006). Student assessing their own
collaborative knowledge building. International Journal of Computer-Supported
Collaborative Learning, 1(1), 57-87. doi:10.1007/s11412-006-6844-4
Lee, H. & Witz, G. K. (2009). Science teachers′ inspiration for teaching socio-scientific
issues:Disconection with reform efforts. International Journal of Science Education,
31(7), 931-960.
Levinson, R. (2006). Towards a theoretical framework for teaching controversial
socioscientific issues. International Journal of Science Education, 28, 1201-1224.
Lawson, A. E. (2003). The nature anddevelopment of hypothetico-predictive
argumentation with implications forscience teaching. International Journal of
Science Education, 25(11), 1387-1408.
Lundby, K. (Ed.). (2008). Digital storytelling, mediatized stories: Self-representations in new
media, New York: Peter Lang.
Means,M.L.,& Voss,J.F. (1996). Who reasons well? Two studies of informal reasoning among
children of different grade, ability, and knowledge levels. Cognition and instruction, 14(2), 139-178.
McLellan, H. (2007). Digital Storytelling in Higher Education. Journal of Computing in
Higher Education, 19(1), 65-79. (ERIC Document Reproduction Service No.
EJ830801) Retrieved August 3, 2009, from ERIC database.
Miller, C. H. (2004). Digital storytelling: a creator′s guide to interactive entertainment.
Focal Press.
Matthews-DeNatale, G. (2008). Digital storytelling: Tips and resources. Boston: Sim-mons
College. Retrieved January, 16, 2015, from: http://net.educause.edu/ir/ibrary/pdf/ELI08167B.pdf.
Muyinda, P. B., Mugisa, E., & Lynch, K. (2007) . M-learning : The Educational Use of
Mobile Communication Devices. In J. M. Kizza (Ed.), Strengthening the role of
ICT in development ( pp. 290-301 ). Australia : Foundation. Retrieved April 1 , 2016
from http://www.cees.mak.ac.ug/sites/default/files/publications/SREC07.pdf#page=186
Oshima, J., Oshima, R., Murayama, I., Inagaki, S., Takenaka, M., Nakayama, H., et al.(2004).
Design experiments in Japanese elementary science education with computer support for
collaborative learning: Hypothesis testing and collaborative construction. International Journal of Science Education, 26(10), 1199-1221.
Oulton, C., Dillon, F., & Grace, M. M. (2004). Reconceptualizing the teaching of
controversial issues. International Journal of Science Education, 26(4), 411-423.
Oulton, C., Day, V., Dillon, J., & Grace, M. M. (2001). Unlocking controversial issues: A
report to the Countryside Foundation for Education. Worcester, England: University
College Worcester.
Ohler, Jason. (2008). Digital Storytelling in the Classroom, New Media Pathways to Literacy,
Learning and Creativity. Canada: Corwin Press.
Ohler, J. B. (2013). Digital storytelling in the classroom: new media pathways to lit-eracy
learning and creativity. Califomnia, Corwin: Thousand Oaks.
Ozden, M. (2020). Elementary school students’ informal reasoning and its’ quality regarding
socio-scientific issues. Eurasian Journal of Educational Research, 20(86), 61-84.
Papert, S. (1991). "What′s the big idea: Towards a pedagogy of idea power. "IBM Systems
Journal 39(3-4).
Popper, K. R. (1972). Objective knowledge: An evolutionary approach. Oxford: Clarendon
Press.
Pedretti, E. (1999). Decision making and STS education : Exploring scientific knowledge and
social responsibility in schools and science centers through an issue-based approach.
School Science and Mathematics, 99(4), 174-182.
Porter, B. (2009) .Digital storytelling across the curriculum, Retrieved March 14, 2016 ,from
http ://www.thecreativeeducator.com/v05/articlesDigitalt_um
Porter, B. (2004). Evaluating Digital Products : Training and Resource Tools for Using
Student Scoring Guides. Retrieved March 18, 2016, from
http ://www.digitales.us/resources/#digitales
Ricco, R. B. (2007). Individual differences in the analysis of informal reasoning fallacies.
Contemporary Educational Psychology, 32, 459-484.
Robin, B. R. (2005). Educational uses of digital storytelling. Retrieved August 01, 2008, from:
http://www.coe.uh.edu/digitalstorytelling/default.htm
Robin, B. R. (2008). Digital storytelling: a powerful technology tool for the 21st century
classroom. Theory Into Practice, 47(3), 220-228.
Robin, B. R. (2006). The educational uses of digital storytelling. Paper presented at the
Society for Information Technology & Teacher Education International Conference
2006, Orlando, Florida, USA.
Robin, B. R. (2014). Educational uses of digital storytelling.
http://digitalstorytelling.coe.uh.edu/index.cfim
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., & 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, 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.
Sun, Y., Zhang, J., & Scardamalia, M. (2008). Addressing gender gap in literacy through
knowledge building: A follow-up analysis of different content areas. Annual Meeting of
American Educational Research Association, New York, NY.
Sadler, T. D. (2004). Informal reasoning regarding socioscientific issues: A critical review of
research. Journal of Research in Science Teaching, 41, 513-536.
Sadler, T. D., & Zeidler, D. L. (2004). The morality of socioscientific issues: Construal and
resolution of genetic engineering dilemmas. Science education, 88(1), 4-27.
Sadler, T. D., & Zeidler, D. L. (2005). The significance of content knowledge for informal
reasoning regarding socioscientific issues: Applying genetics knowledge to genetic engineering issues. Science Education, 89, 71-93.
Sadler, T. D., & Fowler, S. R. (2006). A threshold model of content knowledge transfer
for socioscientific argumentation. Science Education, 90(6), 986-1004.
Sadik, A. (2008). Digital storytelling: a meaningful technology-integrated approach for
engaged student learning. Educational Technology Research and Development,
56(4), 487-506.
Sukovic, S. (2014). iTell: Transliteracy and digital storytelling. Australian Academic &
Research Libraries, 45(3), 205-229.
Saripudin, D., Komalasari, K., & Anggraini, D. N. (2021). Value-Based Digital Storytelling
Learning Media to Foster Student Character. International Journal of Instruction, 14(2), 369-384.
Trowbridge, L. W. & Bybee, R. W. (1990). Becoming a Secondary School Science Teacher
(5th ed.). New York: Merrill.
Tao, D., & Zhang, J. (2018). Forming shared inquiry structures to support knowledge building
in a grade 5 community. Instructional Science, 46(4), 563-592.
Wu,Y.T.,& Tsai,C.C. (2007). High School Students′ Informal Reasoning on a Socio-scientific
Issue: Qualitative and quantitative analyses. International Journal of Science
Education, 29(9),1163-1187.
Van, G. F. (2005). Potential applications of digital storytelling in education. In Paper
presented at the 3rd twente student conference on IT. University of Twente,
Department of Electrical Engineering, Mathematics and Computer Science.
Walker, K. A., & Zeidler, D. L. (2007). Promoting discourse about socioscientific issues
through scaffolded inquiry. International journal of science education, 29(11),
1387-1410.
WVML. (2014). Digital Storytelling Defined. Retrieved November 15, 2014, from
https://librarydigitalstorytelling.wordpress.com/what/
Yager, R. E. (1996). History of science/technology/society as reform in the United States. In
R. E. Yager (Ed.), Science/technology/society asreform in science education (pp. 3-15).
NY: State University of New York Press.
Yang, Y. T. C., & Wu, W. C. I. (2012). Digital storytelling for enhancing student academic
achievement, critical thinking, and learning motivation: A year-long experimental study.
Computers & Education, 59(2), 339-352.
Yang, Y., van Aalst, J., & Chan, C. K. (2020). Dynamics of reflective assessment and
knowledge building for academically low-achieving students. American Educational Research Journal, 57(3), 1241-1289.
Zeidler, D. L., Sadler, T. D., Simmons, M. L., & Howes, E. V. (2005). Beyond STS: A
research-based framework for socioscientific issues education. Science
Education, 89 ,357-377.
Zull, J. (2002). The art of changing the brain: Enriching the practice of teaching by exploring
the biology of learning. Sterling, VA: Stylus Publishing.

指導教授

吳穎沺(Ying-Tien Wu)

審核日期

2022-7-26

推文