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SE2001.85.4)The role of ideational networks in laboratory inquiry learning and knowledge of evolution among seventh grade students. Anderson, O. R., Randle, D., Covotsos, T.(2001). The role of ideational networks in laboratory inquiry learning and knowledge of evolution among seventh grade students. Science Education, 85(4), 410-425. 本文要 examine the enabling role of knowledge networks in science learning. 65292;所以要看 students’ ideational networks. 65288;分析方式： flow-map analysis of student narrative. 65286;...

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evoinstruction | evoinstruction.blogspot.com Reviews

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SE2001.85.4)The role of ideational networks in laboratory inquiry learning and knowledge of evolution among seventh grade students. Anderson, O. R., Randle, D., Covotsos, T.(2001). The role of ideational networks in laboratory inquiry learning and knowledge of evolution among seventh grade students. Science Education, 85(4), 410-425. 本文要 examine the enabling role of knowledge networks in science learning. 65292;所以要看 students’ ideational networks. 65288;分析方式： flow-map analysis of student narrative. 65286;...

<META> KEYWORDS

1 evoinstruction

2 一、摘要

3 之間的關連

4 的連結數量

5 在書寫內容得高分和有大量 identical networks

6 敘事中高層次類別想法的平均發生頻率，會伴隨回憶 ideational

7 連結的增加而增加

8 二、文獻分析

9 認知心理學的證據、

10 complex network linkage

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evoinstruction,一、摘要,之間的關連,的連結數量,在書寫內容得高分和有大量 identical networks,敘事中高層次類別想法的平均發生頻率，會伴隨回憶 ideational,連結的增加而增加,二、文獻分析,認知心理學的證據、,complex network linkage,simple linkage,三、假設,四、方法,american,museum,three lab activities,model predation,內容評分類別,五、結果與討論,詳見摘要與原文,沒有留言

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evoinstruction | evoinstruction.blogspot.com Reviews

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SE2001.85.4)The role of ideational networks in laboratory inquiry learning and knowledge of evolution among seventh grade students. Anderson, O. R., Randle, D., Covotsos, T.(2001). The role of ideational networks in laboratory inquiry learning and knowledge of evolution among seventh grade students. Science Education, 85(4), 410-425. 本文要 examine the enabling role of knowledge networks in science learning. 65292;所以要看 students’ ideational networks. 65288;分析方式： flow-map analysis of student narrative. 65286;...

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1

evoinstruction: 四月 2007

http://www.evoinstruction.blogspot.com/2007_04_01_archive.html

12304;教學日誌】20070430第三次教學1、2. 首先，第一節教學時，因為機器問題拖了很久，所以學生多數已分心。因此建議教學流程中，盡量先讓完成單獨思考再進行分組討論，不要一下單獨一下分組，容易流於混亂。此外教學設備的部分應先做好確認。其次，第二節教學時，因為學生不熟分組，加上遊戲只能全班一組，很多學生都會分心，雖然有學習單，但仍效果不佳，其次遊戲結果抓取者只有少幅上升，舀取者也沒有減少，跟以前作起來結果都不一樣。球狀糖果太容易取食，所以有縮短時間。這兩節的情況讓我決定明天再多上一節，避免學生學習不佳，原則上是要進行完第一節的教學。由第二次教學的化石大發現活動，初步感受除了可能讓學生體會科學本質之外，也讓學生在比對圖鑑中，了解古代生物和現代生物的關係。在問題回答上，學生對於之前的遺傳知識仍然無法清楚連結（搞不好之前都不懂，只是為了考試就一直背），所以教學前要讓學生再複習一次，並強調特徵的遺傳性和多樣性。概念卡通要少一些，有些概念可以口頭討論即可，概念卡通應挑選比較能引起討論的部分。展示概念卡通，引起討論，並提出問題讓學生了解原有解釋的不足。不過今天進行第一節的結果發現&#65292...

2

evoinstruction: (S&E.2006.Kampourakis)Students’ Preconceptions about Evolution

http://www.evoinstruction.blogspot.com/2007/08/s-preconceptions-about-evolution.html

S&E2006.Kampourakis)Students’ Preconceptions about Evolution. Kampourakis, K. and Zogza, V. (2006). Students’ Preconceptions about Evolution- How Accurate is the Characterization as 'Lamarckian' when Considering the History of Evolutionary Thought. Scince and Education. 歲學生解釋演化概念和分析拉馬克學說，發現多數學生認為「需要」會直接影響動物身體改變，但拉馬克強調的是「用進廢退」，許多研究將此混淆。作者認為應質疑學生觀念與歷史觀點的連結是否恰當，並在歷史、社會、文化等不同脈絡上，在教學時注重學生「需要會驅動演化」的想法。拉馬克想法與學生想法的差別： there is a difference between their views on the underlying mechanism of. 65289; people tend ...

3

evoinstruction: 八月 2007

http://www.evoinstruction.blogspot.com/2007_08_01_archive.html

SE2001.85.4)The role of ideational networks in laboratory inquiry learning and knowledge of evolution among seventh grade students. Anderson, O. R., Randle, D., Covotsos, T.(2001). The role of ideational networks in laboratory inquiry learning and knowledge of evolution among seventh grade students. Science Education, 85(4), 410-425. 本文要 examine the enabling role of knowledge networks in science learning. 65292;所以要看 students’ ideational networks. 65288;分析方式： flow-map analysis of student narrative. 65286;...

4

evoinstruction: (SE.2001.85.4)The role of ideational networks in laboratory inquiry learning and knowledge of evolution among seventh grade students

http://www.evoinstruction.blogspot.com/2007/08/se2001854the-role-of-ideational.html

SE2001.85.4)The role of ideational networks in laboratory inquiry learning and knowledge of evolution among seventh grade students. Anderson, O. R., Randle, D., Covotsos, T.(2001). The role of ideational networks in laboratory inquiry learning and knowledge of evolution among seventh grade students. Science Education, 85(4), 410-425. 本文要 examine the enabling role of knowledge networks in science learning. 65292;所以要看 students’ ideational networks. 65288;分析方式： flow-map analysis of student narrative. 65286;...

5

evoinstruction: (JBE.2002.36.2)Undergraduates' understanding of evolution

http://www.evoinstruction.blogspot.com/2007/08/jbe2002362undergraduates-understanding.html

JBE2002.36.2)Undergraduates' understanding of evolution. Undergraduates' understanding of evolution: ascriptions o. F agency as a problem for student learning. Journal of Biological Education (2002) 36(2). 本文聚焦在學生語言的使用，以了解某些演化概念問題的來源。針對大學生施測現象學為基礎的演化概念問題（ phenomenologically-based probes. 65289;的結果，作者在文中推論世界觀如何廣泛滲入科學的語言，導致目標趨向的演化想法，以及這些如何阻礙正確概念的形成。結論建議成功的演化教學中，對於比喻語言的使用需要更敏感，並正確注意到科學理論與其他解釋的差異。一、學生學習演化的困難，不同領域的研究有不同看法：. 65288;一）科教學者認為來自： 1. 三、研究者從一般的演化科學文本中也發現在語言的使用上，存在著 agency. 12301;而非「 How. 的回答中符合科學的答...

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SE2001.85.4)The role of ideational networks in laboratory inquiry learning and knowledge of evolution among seventh grade students. Anderson, O. R., Randle, D., Covotsos, T.(2001). The role of ideational networks in laboratory inquiry learning and knowledge of evolution among seventh grade students. Science Education, 85(4), 410-425. 本文要 examine the enabling role of knowledge networks in science learning. 65292;所以要看 students’ ideational networks. 65288;分析方式： flow-map analysis of student narrative. 65286;...

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