DEVELOPMENT AND VALIDATION OF A TAIWANESE COMMUNICATION PROGRESSION IN SCIENCE EDUCATION

Ming Chin Hsin, Sung pei Chien, Ying-Shao Hsu, Chen Yung Lin, Larry D. Yore

研究成果: 雜誌貢獻文章同行評審

5 引文 斯高帕斯(Scopus)

摘要

Common core standards, interdisciplinary education, and discipline-specific literacy are common international education reforms. The constructive–interpretative language arts pairs (speaking–listening, writing–reading, representing–viewing) and the communication, construction, and persuasion functions of language are central in these movements. This research developed and validated a communication progression in science education for elementary–secondary schooling in Taiwan. The framework for the communication progression was based on relevant literature, international curricula, and focus-group deliberations; it consisted of three dimensions: presentation, reaction, and negotiation. Delphi deliberations with questionnaires were applied to experts to evaluate the theoretical considerations and to experienced science teachers to evaluate the practical considerations. Results confirmed the importance of communications in science learning and the developmental nature of communications across elementary, middle, and secondary schools and validated the proposed framework and progression. The communication progression has application to other international education systems as they address common core standards and curricula in language and science.

原文英語
頁(從 - 到)125-143
頁數19
期刊International Journal of Science and Mathematics Education
14
DOIs
出版狀態已發佈 - 2016 一月 1

ASJC Scopus subject areas

  • Education
  • Mathematics(all)

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