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美國 TELS中心之科學課程與評量

張欣怡

國立高雄師範大學科學教育研究所助理教授

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Technology-Enhanced Learning in Science

• TELS 為美國國家科學委員會所資助成立

• 研究科學表徵融合於探索式科學教學模組對科學學習之影響–如何設計成功有效的動態視覺表徵？–如何有效將視覺表徵融入探索式教學活動？

Technology-Enhanced Learning in Science (TELS)

http://www.TELSCenter.org

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TELS Partners

Arizona State UniversityDoug Clark

The Concord ConsortiumBob Tinker, Paul Horwitz, Ken Bell

Mills CollegeJane Bowyer

Christopher Newport UniversityS. Raj Chaudhury

North Carolina Central UniversityTun Nyein, Gail Hollowell

Pennsylvania State UniversityChris Hoadley

Technion - Israel Institute of TechnologyYael Kali

University of California, BerkeleyMarcia Linn

University of TorontoJim Slotta

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WISE at TELSWeb-based Inquiry Science Environment (WISE) (Linn, Clark, & Slotta, 2003)

WISE2: wise.berkeley.edu WISE4: wise4.telscenter.org

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WISE Inquiry Map and Embedded Assessment

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WISE Experiment : Probing Your Surroundings

Activity 1 What Do You Think?

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熱傳導分子模擬前後表現

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WISE Interactive Visualizations

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WISE Interactive Visualizations

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WISE Interactive Visualizations

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WISE Interactive Visualizations

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如何使用 WISE 地科課程

• Join WISE as Teacher (http://wise.berkeley.edu)

• Keep your username and password• Sign in• Click “Project Library” then “TELS project

family”• Select the project you are interested in• Click “See the project”

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當決定課程之後…

• Go to the project’s introduction page• Click “Use this project”• Go to “My projects”• Find the project and click “Use this project

with my class”• Follow the prompt• Congratulations!! You’ve successfully set

up your run.

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學生的部分呢 ?

• Join WISE as Student (http://wise.berkeley.edu)

• They only need the registration code from you.

• Let’s try it out!!

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Too much technology?

• WISE team supports teachers to run the project.

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WISE 評量

• 嵌入式評量• Challenge questions (multiple-choice &

feedback)• Self test (multiple-choice & feedback)• Student notes (open-ended short)• Discussion forum (open-ended long)

形成性評量

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WISE 形成性評量

• Go to “Management”• Click “Assess student work”or “Feedback to

students”• Then just follow the prompt

• 形成性評量幫助教師依據教學現場學生反應調整教學

教師如何給予回饋 ?

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WISE 評量

• 前後測– Student assessment

• 延宕後測

總結性評量

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知識整合評分標準 (Lee & Liu, in press)

WISE 評分系統

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TELS課程之成效

Linn, Lee, Tinker, Husic, & Chiu (2006). Science

溫度與熱課程中文版

• http://wise.berkeley.edu Project # 37240

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學生學習成效 : 初步結果

0

5

10

15

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01 ***班 02班 03 **班 04 **班 05 **班

前測

後測

張欣怡 (2009), 美國網路探究課程對台灣學生學習科學之成效

教師使用WISE之個案研究

Chang & Linn (2010)

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Mr. Sun: Background

• Seven years of teaching science• Past experience of instructional technology: Used

Powerpoint, Interactive Whiteboard, Flash animations in lectures.

• Past teaching style: Lecture • Inquiry-based instruction only for gifted students

or high achievement students participating in national science project fairs

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Mr. Sun’s Ideas Before Implementation

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Mr. Sun’s Ideas After Implementation

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Instructional Practice of Interactive Visualizations

• Mr. Sun’s ideas about the visualizations before instruction: positive, different degrees of difficulty (his predictions for his students)

Easy Difficult

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Time Percentage by Activity

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Time for Whole-Class Versus Small-Group Discussions

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Mr. Sun’s Guidance During Whole-Class Discussions

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The Impact of The Instruction

Student performance on the embedded assessment

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• The students (n=30) made significant gains from the pretests to the posttests (t=9.54, P<0.001, d=1.65).

• The impact has no different effect on high versus low prior knowledge students.

The Impact of The InstructionStudent performance on the pre-post assessment

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The Impact of The Instruction

Student performance on the delayed assessment

• WISE students: WISE Thermodynamics & Regular instruction• No WISE students: Regular instruction • t = 5.36, p<0.001; d = 1.4

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