騁馳快與多、亂之時,都記得慢慢地精、巧而好!

      這幾天,認真看他人的生活,提醒自己認真研究。『利用此噗 持續玩!』

      電影、活動與書籍,或許真人、史事或回憶,但一定有一群『當事人』長期堅持地從夢想→行動→作品的呈現,才能讓你在與他們(作品)相會之際,再與自己進行對話。
      電影:五月天3D演唱會、滾吧阿信!那些年我們一起追的女孩、賽德克巴萊。 

      林義傑跑完絲路全程 到達終點,希望藉此喚起大家對於水資源環保議題的重視。
      因為九二一災後,孩子的一句話『老師,你會不會回來』,讓王政忠主任一路走來,藉著教育想改變孩子的命運,也改變每個人的一生。
      我真的很愛哭。也真的很能連結起自己心裡與上述真實主角們的心聲共鳴~莫忘初衷、堅持也樂觀,行動就有勁!

      回到這篇的主要目的,寫著自己看他人不只是看成果的成功心聲,好好修煉自己現在的研究、教學與生活的行為模式。

*快得多到亂好

      經過整個暑假的混亂冒險,發現自己的公立增進不少呢!昨晚睡前心血來潮,找了近40篇有關『後設分析』、『科學展覽』與『探究、論證』的papers,就同步上Dropbox,利用iPad翻看著入睡。(40篇標題附於文末)

      一早到k書中心前,已把每篇標題、摘要看過,開始與自己的想法建立新連結,只是先亂想。

*生活點滴
      看報紙有『氣象人的堅守崗位 』,明天可以與孩子們進行討論。
      等k書中心開門前,到誠品買了四書:
老師,你會不會回來
問對問題,找答案
電影.巴萊
導演.巴萊

*慢得精巧到好
      因為暑假玩了『精板神之旅 』,所以原本的『探究與論證』文獻探討寫作有點掉進度。自己給自己玩個GAME 吧~
這一個月寫出一篇文獻探討文章:涵蓋『科學探究、科展活動、學生論證作品與論證能力、教師角色與介入、科學課程與環境、網路支援機會』的整體關聯。

      今天先『週捷輪』 安排來認真『臨致靈』,把教學、研究、專案做個統合~精心規劃、巧勁創執,就是要做到好!

後註:40篇標題,趁熱血沸騰之際,快把火星(MARS)與罐子(JARS) 拿出來套看!

後設分析:
*A meta-analysis of the relationship between science achievement and science attitude: Kindergarten through college
*A meta-analysis of research on science teacher education practices associated with inquiry strategy
*Investigating the learning-theory foundations of game-based learning_a meta-analysis
*Laboratory Programs for Elementary School Science_A Meta-Analysis of Effects on Learning
*A Meta-analysis of the Impact of Forensics and Communication Education on Critical Thinking

科展:
*Are science fair judgements fair
*Predictors of Success in a District Science Fair Competition
*Preservice Elementary Teachers_ Attitudes Toward Their Past Experience With Science Fairs
*ScienceSense_P12 An Introduction to Scientific Inquiry, Science Projects, and Science Fairs
*The 1939-1940 New York Worlds Fair and the Transformation of the American Science Extracurriculum
*THE DEVELOPMENT AND PRESENT STATUS OF SCHOOL SCIENCE FAIRS
*THE IMPACT OF SCIENCE FAIRS ON STUDENT EXHIBITORS
*THE SCIENCE FAIR AS AN AID TO PROJECT TEACHING

探究與論證
*Basic Inferences of Scientific Reasoning, Argumentation, and Discovery
*Children's roles and use of evidence in science_an analysis of decision-making in small groups
*Children’s Questions About Science Fair_Preliminary Results of an Analysis of Digital Library Reference Questions
*Classroom Communities’Adaptations of the Practice of Scientific Argumentation
Elementary Students’ Views of Explanation, Argumentation, and Evidence,and Their Abilities to Construct Arguments Over the School Year
*Enhancing the Quality of Argumentation in School Science
*Epistemologically Authentic Inquiry in Schools_A Theoretical Framework for Evaluating Inquiry Tasks
*Experimental analysis of the effective components of problem-based learning
Identifying Meta-Clusters of Students’ Interest in Science and Their Change with Age
*Learners’ Perceptions of the Role of Peers in a Research Experience_Implications for the Apprenticeship Process, Scientific Inquiry,and Collaborative Work
*Lower Track Science Students' Argumentation and Open Inquiry Instruction
*The Development of Dynamic Inquiry Performances within an Open Inquiry Setting_A Comparison to Guided Inquiry Setting
*The Impact of a Classroom Intervention on Grade 10 Students’Argumentation Skills, Informal Reasoning,  and Conceptual Understanding of Science
*The Impact of Collaboration on the Outcomes of Scientific Argumentation
*Metacognitive Engagement During Field-Trip Experiences_A Case Study of Students in an Amusement Park Physics Program
*Seeking Effectiveness and Equity in a Large College Chemistry Course_An HLM Investigation of Peer-Led Guided Inquiry
*Student Interest Generated During an Inquiry Skills Lesson
*Students’ Questions and Discursive Interaction_ Their Impact on Argumentation During Collaborative Group Discussions in Science
*The Influence of Explicit Nature of Science and Argumentation Instruction on Preservice Primary Teachers’ Views of Nature of Science
*A Framework for Scaffolding Students’ Assessment of the Credibility of Evidence
*A Learning Progression for Scientific Argumentation_Understanding Student Work and Designing Supportive Instructional Contexts

建模:

*Drops of Water and of Soap Solution_Students’ Constraining Mental Models of the Nature of Matter

*Expert Models and Modeling Processes Associated with a Computer-Modeling Tool
*Learners’ Epistemic Criteria for Good Scientific Models

全球科教議題
*Globalization_Science Education from an International Perspective
*Scientific Literacy, PISA, and Socioscientific Discourse_Assessment for Progressive Aims of Science Education
*Re-Conceptualization of Scientific Literacy in South Korea for the 21st Century

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