"卓越數位學習科學研究中心(1/3)" 修訂間的差異
出自 TELDAP
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== 計畫簡介 == | == 計畫簡介 == | ||
*strategies (SLS), student-teacher interactions (STI), and student science learning outcomes (SLO) in both cognitive and affective domains including students’ domain knowledge, higher-order thinking ability and attitudes and motivation in the subject matters. In particular we will look into the effects such an innovative science learning environment and students’ preferred-actual learning environment spaces have on the TTA, SLS, STI, and SLO in the school. Expected outcome includes working model of a truly smart classroom that allows for sweep upgrade of current (technology-enabled) classrooms to smart classrooms, new pedagogical models for teaching and learning in the i4 learning environment, and technologically enhanced way for data collection and interpretation on science educational researches. | *strategies (SLS), student-teacher interactions (STI), and student science learning outcomes (SLO) in both cognitive and affective domains including students’ domain knowledge, higher-order thinking ability and attitudes and motivation in the subject matters. In particular we will look into the effects such an innovative science learning environment and students’ preferred-actual learning environment spaces have on the TTA, SLS, STI, and SLO in the school. Expected outcome includes working model of a truly smart classroom that allows for sweep upgrade of current (technology-enabled) classrooms to smart classrooms, new pedagogical models for teaching and learning in the i4 learning environment, and technologically enhanced way for data collection and interpretation on science educational researches. | ||
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| + | [[Category:卓越研究中心及卓越研究團隊公開徵選計畫]] | ||
於 2009年4月26日 (日) 14:53 的修訂
執行單位
國立臺灣師範大學科學教育中心
主持人
執行期限
2008年12月~2011年7月
網站名稱
卓越數位學習科學研究中心
網址
計畫簡介
- strategies (SLS), student-teacher interactions (STI), and student science learning outcomes (SLO) in both cognitive and affective domains including students’ domain knowledge, higher-order thinking ability and attitudes and motivation in the subject matters. In particular we will look into the effects such an innovative science learning environment and students’ preferred-actual learning environment spaces have on the TTA, SLS, STI, and SLO in the school. Expected outcome includes working model of a truly smart classroom that allows for sweep upgrade of current (technology-enabled) classrooms to smart classrooms, new pedagogical models for teaching and learning in the i4 learning environment, and technologically enhanced way for data collection and interpretation on science educational researches.
