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dc.contributor.authorTsai, CCen_US
dc.date.accessioned2014-12-08T15:20:23Z-
dc.date.available2014-12-08T15:20:23Z-
dc.date.issued2001-09-01en_US
dc.identifier.issn0738-0593en_US
dc.identifier.urihttp://dx.doi.org/10.1016/S0738-0593(00)00038-9en_US
dc.identifier.urihttp://hdl.handle.net/11536/14505-
dc.description.abstractThis 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. (C) 2001 Elsevier Science Ltd. All rights reserved.en_US
dc.language.isoen_USen_US
dc.subjectcurriculumen_US
dc.subjectconstructivismen_US
dc.subjectInternet-based instructionen_US
dc.subjectscience educationen_US
dc.titleThe interpretation construction design model for teaching science and its applications to Internet-based instruction in Taiwanen_US
dc.typeArticleen_US
dc.identifier.doi10.1016/S0738-0593(00)00038-9en_US
dc.identifier.journalINTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENTen_US
dc.citation.volume21en_US
dc.citation.issue5en_US
dc.citation.spage401en_US
dc.citation.epage415en_US
dc.contributor.department師資培育中心zh_TW
dc.contributor.departmentCenter of Teacher Educationen_US
dc.identifier.wosnumberWOS:000170746400002-
dc.citation.woscount49-
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