科學論證教學對八年級學生後設認知能力與科學認識觀的影響之行動研究
碩士 === 國立彰化師範大學 === 科學教育研究所 === 99 === Abstract This study aims to discuss the impact of scientific argumentation teaching on metacognition and the scientific epistemological beliefs of junior high school students. The subjects are thirty-four eighth graders. They undergo a two-cycled action researc...
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| Format: | Others |
| Language: | zh-TW |
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2011
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| Online Access: | http://ndltd.ncl.edu.tw/handle/82030827416113452201 |