The interpretation construstion design model for teaching science and its applications to Internet-based instruction in Taiwan

Chin Chung Tsai*

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

82 引文 斯高帕斯(Scopus)

摘要

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.

原文英語
頁(從 - 到)401-415
頁數15
期刊International Journal of Educational Development
21
發行號5
DOIs
出版狀態已發佈 - 2001

ASJC Scopus subject areas

  • 教育
  • 發展
  • 社會學與政治學

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