TY - JOUR
T1 - The interpretation construstion design model for teaching science and its applications to Internet-based instruction in Taiwan
AU - Tsai, Chin Chung
N1 - Funding Information:
This research work was supported by the National Science Council, Taiwan, ROC, under grant NSC 89-2511-S-009-005. The author expresses his gratitude to all of the researchers related to Internet-based instruction at the National Chiao Tung University, Taiwan. Special thanks to Professors Chien Chou, Sunny S.J. Lin, Chuen-Tsai Sun, and Shyan-Ming Yuan. The author also expresses his gratitude to two anonymous referees for their helpful comments for the further development of this article.
PY - 2001
Y1 - 2001
N2 - This paper uses the Interpretation Construction Design Model proposed by Black and McClintock (1996) [An interpretation construction approach to constructivist design. In: Wilson, B. (Ed.), Constructivist Learning Environments. Educational Technology Publications, Englewood Cliffs, NJ] to illustrate constructivist science teaching. The author discusses eight principles for constructivist-oriented science instruction, including observations in authentic activities, interpretation construction, contextualizing prior knowledge, cognitive conflict, cognitive apprenticeship, collaboration, multiple interpretations, and multiple manifestations. This paper further discusses the possibility of applying these instructional principles to Internet-based science instruction, describing recent attempts in Taiwan.
AB - This paper uses the Interpretation Construction Design Model proposed by Black and McClintock (1996) [An interpretation construction approach to constructivist design. In: Wilson, B. (Ed.), Constructivist Learning Environments. Educational Technology Publications, Englewood Cliffs, NJ] to illustrate constructivist science teaching. The author discusses eight principles for constructivist-oriented science instruction, including observations in authentic activities, interpretation construction, contextualizing prior knowledge, cognitive conflict, cognitive apprenticeship, collaboration, multiple interpretations, and multiple manifestations. This paper further discusses the possibility of applying these instructional principles to Internet-based science instruction, describing recent attempts in Taiwan.
KW - Constructivism
KW - Curriculum
KW - Internet-based instruction
KW - Science education
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U2 - 10.1016/S0738-0593(00)00038-9
DO - 10.1016/S0738-0593(00)00038-9
M3 - Article
AN - SCOPUS:0034873237
SN - 0738-0593
VL - 21
SP - 401
EP - 415
JO - International Journal of Educational Development
JF - International Journal of Educational Development
IS - 5
ER -