| 92年3月22日 16:00~17:30 教育研究所科學教育組 | 誠實是我們珍視的美德， 我們喜愛「拒絕作弊，堅守正直」的你！ |
| 科目：科 學 教 育(二) | （共1頁第1頁） |
| 一、 | 解釋下列名詞或短句之意涵：50% | |
| 1. | Gardner(1983)的多元智慧有那八項 8% | |
| 2. | Piaget(1970)的認知發展的四個階段 8% | |
| 3. | Sternberg & Lubart(1995) 認為開發個人的創造力六項本質 6% | |
| 4. | 建構取向教學的三個主要特徵 6% | |
| 5. | Gagne(1985)五類學習結果 10% | |
| 6. | Learning by discovery 6% | |
| 7. | CPS 6% | |
| 二、 | American Project Synthesis was organized around four goals in science education. However, the goal area of concern to science teachers and in evidence in schools was the fourth one, that is, preparing students for the further study of science. How do you think in above statement. Please give examples to explain. 20% | |
| 三、 | What is the real meaning of STS for science teachers? The essence of constructivism is that one does construct knowledge by connecting with prior knowledge, not building on prior learning via accretion. Is STS teaching congruent with constructivism? Explain and describe their relations. 30% | |
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