:::
論文分類 | 94 |
---|---|
學號 |   |
姓名 | 周淑妙 |
標題 | 我國歷年國中生物教科書視覺表徵之內容分析研究 |
指導教授 | 靳知勤 |
畢業日期 | 2006-06 |
附件檔案 |   |
參考連結 | http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi/ccd=MQUyqb/record?r1=1&h1=25 |
摘要 | 本研究主要目的在於瞭解歷年來國民中學生物教科書視覺表徵的演變情形。本研究以根據74年、83年頒佈之國民中學課程標準,國立編譯館主編之國民中學生物教科書以及根據92年頒佈之國民中小學九年一貫課程綱要,康軒出版社、南一出版社及翰林出版社所編寫之自然與生活科技課本第一、二冊為研究對象。本研究的研究方法為內容分析法,研究面向主要分為兩個,第一個面向乃是探討視覺表徵呈現方式,第二個面向則是探討視覺表徵的呈現類型。 |
參考文獻 | 中文部分: 王秀如,陳俊宏 (1996)。圖表設計原理與表現形式初探。第11屆技職教育研討會論文集,家政藝術類,123-132。 林麗娟 (1994)。動機設計於電腦輔助教材之運用。視聽教育雙月刊,35(5),23-30。 林麗娟 (1996)。多媒體電腦圖像設計與視覺記憶的關係。教學科技與媒體,28,3-12。 林麗娟 (1999)。網頁圖像設計與個別差異之考量。視聽教育雙月刊,40(6),18-27。 林菁 (1994)。圖像複雜度與兒童的認知學習。國立嘉義師範學院學報,8,172-207。 邱月玲 (2002)。不同的科學圖文配置對學生閱讀學習的影響-以「月像概念」為例。國立台中師範學院自然科學教育學系碩士論文。未出版。 許良榮 (1994)。科學課文的特性與學習。科學教育,170,23-36。 許良榮 (1996)。圖形與科學課文學習之關係的探討。教育研究資訊,4(4),121-131。 張春興 (1997)。教育心理學-三化取向的理論與實踐。台北:東華書局。 張欣怡 (1997)。地球科學不同科學課文表徵教材對學習表現之研究。國立台灣師範大學科學教育研究所碩士論文,未出版。 黃雅彬 (2004)。學生對國中自然科教科書不同知識表徵理解之研究。國立台灣師範大學生命科學系碩士論文,未出版。 傅武嫦 (1995)。談隔空教學書面教材中插圖之運用。教學科技與媒體,20,42-50。 單文經 (1996)。插圖的種類與設計原則。教學科技與媒體,28,30-37。 鄭晉昌 (1997)。視覺思考及科學概念的獲取-設計與發展電腦輔助視覺學習環境。教學科技與媒體,33,20-27。 歐用生 (1994)。內容分析法。載於黃光雄、簡茂發主編:教育研究法。台北:師大書苑。 楊國樞、文崇一、吳聰賢和李亦園主編 (2001)。社會及行為科學研究法。台北市:東華書局。 謝琇玲 (1996)。插圖對學生閱讀學習的影響研究。高雄工學院學報,3,305-315。 鍾聖校 (1990)。認知心理學。台北:心理出版社。 羅綸新、姚伊美 (1996)。圖形效益與互動性多媒體教育。視聽教育雙月刊,37(5),25-29。 英文部分: Anderson, J. R. (1978). Arguments concerning representations for mental imagery. Psychological Review, 85( 4), 249-277. Anglin, G. J. & Stevens, J. T. (1987). Prose-relevant pictures and recall from science text. ERIC: ED285524. Alessi, S. M. (1988). Fidelity in the design of instructional simulations Journal of Computer Based Instruction, 15(2), 40-47. Ametller, J. & Pintó, R. (2002). Students’ reading of innovative images of energy at secondary school level. International journal of Science Education. 24 (3), 285-312. Blystone, R. V. & Dettling, B. C. (1990) Visual Literacy in Science Textbooks. In What Research Says to the Science Teacher, Vol 6 (pp.19-40). National Science Teachers Association, Washington, D.C. Brody, P. (1982). In search of instructional utility: A function-based approach to pictorial research. Instructional science, 13, 47-61. Butterfield, E. C., & Nelson, G. D. (1989).Theory and practice of teaching for transfer. Educational Communications and Technology Journal, 37 (3), 5-38. Chambliss, M. J. & Calfee, R. C. (1989). Designing Science Textbooks to Enhance Student Understanding. Educational Psychologist, 24(3), 307-322. Digisi, L. L. and Willett, J. B. (1995). What high school biology teachers say about their textbook use: A descriptive study. Journal of Research in Science Teaching, 32, 123-142. Evans, M. A., Waston, C. & Willow, D. M. (1987). A Naturalistic Inquiry into Illustration in Instructional Textbooks. In Houghton, H. A. & Willows, D. M. (Eds). The Psychology of illustration: Vol 2. Instructional issues, pp.86-115, New York: Springer-Verlag. Fleming, M. L. (1987). Designing Pictorial/ Verbal Instruction: Some Speculative Extensions from Research to Practice. In Houghton, H. A. & Willows, D. M. (Eds). The Psychology of illustration: Volume 2. Instructional issues (pp.136-157), New York: Spring-Verlag. Gagne, E. D., Yekovich, C. W. & Yekovich, F. R. (1993). The cognitive psychology of school learning (2nd ed.). New York : HarperCollins College Publishers. Harms, N. C. & Yager, R.E. (1981). What research says to the science teacher, Vol3. Washington, DC. National Science Teaching Association. Heinich, R., Molenda, M., Russell, J. D. & Smaldino, S. E. (2002). Instructional Media and Technologies for Learning (7/E). Hegarty, M., & Just, M. A. (1989) Understanding machines from text and diagrams In Mandl, H. & Levin J. R.(Eds.) Knowledge acquisition from text and picture.(pp.171-194). New York: North Holland. Holmes, B. C. (1987). Children’s inferences with print and pictures. Journal of Educational Psychology, 79(1), 14-18. Kearsey, J. & Turner, S. (1999). How useful are the figures in school biology textbooks? Journal of Biological Education. 33(2), 87-94. Larkin, J. H. & Simon, H. A. (1987). Why a Diagram is (sometimes) worth ten thousand words? Education Psychology. (pp.65-99). Lester, P. M. (1995). Visual Communication: image with messages. Belmont, CA: Wadsworth Publishing. Levin, J. R. (1982). Picture as Prose-learning Devices. In A. Flammer & W. Kintsch (Eds). Discourse processing (pp.412-444), New York: North Holland. Levin, J. R. (1989). A transfer-Appropriate-Processing Perspective of Pictures in Prose. In H. Mandl & J. R. Levin (Eds.), Knowledge Acquisition from Text and Pictures. (pp.83-100) New York: North Holland. Levin, J. R., Anglin, G. J. & Carney, R. N. (1987). On Empirically Validating Functions of Pictures in Prose. In D. M. Willows & H. A Houghton (Eds). The Psychology of illustration: Volume 1. Basic research (pp.51-58), New York: Springer-Verlag. Mayer, R. E. & Gallini J. K. (1990). When Is an Illustration Worth Ten Thousand Words? Journal of Educational Psychology, 82(4), 715-726. Molitor, S., Ballstaedt, S. -P. & Mandl, H. (1989) Problem in knowledge acquisition from text. In H. Mandl & J.R. Levin (Eds.), Knowledge acquisition from text and picture. PP.3-36. New York: North Holland. Paivio, A. (1971). Imagery and Verbal Process. New York: Holt, Rinehart &Winston. Paivio, A. (1986). Dual coding theory. In Mental Representations : A Dual Coding Approach. New York : Oxford University. Pozzer, L. L. & Roth, W.-M. (2004). Making Sense of Photographs. Pozzer, L. L. & Roth, W.-M. (2003) Prevalence, function, and structure of photographs in high school biology textbooks. Journal of Research in Science Teaching, 40(10), 1089-1114. Reid, D. J. (1990a) The Role of Pictures in Learning Biology: Part1, Perception and Observation. Journal of Biological Education, 24(3), 161-172. Reid, D. J.(1990b). The Role of Pictures in Learning Biology: Part2, Picture-Text Processing. Journal of Biological Education, 24(4), 251-258. Riber, L. P. (1995). A historical review of visualization in human cognition. Educational technology research and development, 43(1),45-56. Robinson, D. H., Schraw, G. (1994). Computational efficiency through visual argument: Do graphic organizers communicate re;ations in text too effitively? Contemporary Educational Psychology, 19, 399-415. Roth, W. M., Bowen G. M. & McGinn M. K. (1999).Differences in Graph-Related Practices Between High School Biology Textbooks and Scientific Ecology Journals. Journal of Research in Science Teaching, 36(9), 977-1019. Steiner, G (1999). Learning from an Illustrated Text: The Construction of Mental Models. Learning: Nineteen Scenarious From Everyday Life. pp. 167-197. Cambridge University Press. Weidenmann, B. (1989). When good pictures fail: an information- processing approach to the effect of illustrations. In H. Mandl & J. R. Levin, (Eds.), Knowledge acquisition from text and picture. N.Y. : North –Holland. Wilemam, R. E. (1993). Visual communicating. Englewood Cliffs, NJ : Educational Technology Publications, Inc. Winn, W. (1993). Perception Principles in Fleming, M. L.& Levie, W. H. (Eds). Instructional message design (2nd ed) (pp.55-126). Englewood Cliffs, NJ: Educational Technology. Winn, W.(1980) The effect of block-word diagrams on the structuring of science concepts as a function of general ability. Journal of Research in Science Teaching, 17(3), 201-211. Yore, L. D., & Denning, D. (1989) Implementing change in secondary science reading and textbook useage: A desired image, a current profile, and a plan for change. San Francisco, CA: National Association for Research in Science Teaching. |