|
中文部分
史麗珠、鍾佳玘、趙國玉、林雪蓉、侯嘉玲、林慧芬 (2015)。注意力不足過動症知識量表之發展及信效度評估。台灣衛誌,34 (3),319-334 http://doi.org/10.6288/TJPH201534 103110
吳相儀、陳冠羽、廖思涵、劉政宏、謝碧玲 (2018)。「新編青少年強項量表」之編製與驗證。測驗學刊,65(4),367-399。
李松濤、林煥祥、洪振方 (2010)。探究式教學對學童科學論證能力影響之探究。科學教育學刊,18(3),177-203。http://doi.org/10.6173/CJSE.2010.1803.01
林建良、蔡俊彥 (2020)。高中科技課程翻轉教學對學習知覺效果的性別差異。科學教育學刊,28(1),1-23。http://doi.org/10.6173/CJSE.202003_28(1).0001
張芬芬 (2010)。質性資料分析的五步驟:在抽象階梯上爬升。初等教育學刊,35,87-120。
國家教育研究院 (2018,11 月 2 日)。十二年國民基本教育課程綱要國民中小學暨普通型、 技術型、綜合型高級中等學校—自然科學領域訂定發布。
https://cirn.moe.edu.tw/Upload/file/27888/82352.pdf
郭重吉 (2018)。從實務理論初探教學實務模型的發展與應用。師資培育與教師專業發展期刊,11(3),31-59。http://doi.org/10.3966/207136492018121103002
劉湘瑤 (2012 年 2 月)。科學的探究教學與評量。科學研習,55(2),7-11。
英文部分
Aboagye, G. K., Ossei-Anto, T. A., & Ampiah, J. G. (2018). Combining inquiry-based hands-on and simulation methods with cooperative learning on students’ learning outcomes in electric circuits. American Journal of Educational Research, 6(8), 1172-1181. http://doi.org/10.12691/education-6-8-16
Abramczyk, A. & Jurkowski, S. (2020). Cooperative learning as an evidence-based teaching strategy: what teachers know, believe, and how they use it. Journal of Education for Teaching, 46(3), 296-308. http://doi.org/10.1080/02607476.2020.1733402
Aditomo, A., & Klieme, E. (2019). Forms of inquiry-based science instruction and their relations with learning outcomes: evidence from high and low-performing education systems. International Journal of Science Education, 42(4). https://doi.org/10.1080/09500693.2020.1716093
Aozulay, A. (2020, February). Investing in her education, building a better future. ScooNews. https://www.scoonews.com/news/investing-in-her-education-building-a-better-future-8794
Arievitch, I. M. (2020). Reprint of: The vision of developmental teaching and learning and bloom's taxonomy of educational objectives. Learning, Culture and Social Interaction, 27, 100473. https://doi.org/10.1016/j.lcsi.2019.01.007
Ayçiçek, B. (2021). Integration of critical thinking into curriculum: Perspectives of prospective teachers. Thinking Skills and Creativity, 41. https://doi.org/10.1016/j.tsc.2021.100895
Bahari, A. A., Kussin, H. J., Harun, R. N. S. R., Mohamed, M., & Jobar, N. A. (2021). The limitations of conducting collaborative argumentation when teaching argumentative essays in Malaysian secondary schools. Studies in English Language and Education, 8(3), 1111-1122. https://doi.org/10.24815/siele.v8i3.19287
Bakeman, R., & Gottman, J. M. (1997). Observing interaction: An introduction to sequential analysis (2nd ed.). New York: Cambridge University Press. https://doi.org/10.1017/CBO9780511527685
Bell, T., Urhahne, D., Schanze, S., & Ploetzner R. (2010). Collaborative inquiry learning: models, tools, and challenges. International Journal of Science Education, 32(3), 349-377. https://doi.org/10.1080/09500690802582241
Böheim, R., Urdan, T., Knogler, M., & Seidel,T. (2020). Student hand-raising as an indicator of behavioral engagement and its role in classroom learning. Contemporary Educational Psychology, 62, 101894. https://doi.org/10.1016/j.cedpsych.2020.101894
Bosch, E., Seifried, E., & Spinath, B. (2021). What successful students do: Evidence-based learning activities matter for students' performance in higher education beyond prior knowledge, motivation, and prior achievement. Learning and Individual Differences, 91, 102056. https://doi.org/10.1016/j.lindif.2021.102056
Brown, N. J. S., Furtak, E. M., Timms, M., Nagashima, S. O., & Wilson, M. (2010). The evidence-based reasoning framework: Assessing scientific reasoning. Educational Assessment, 15(3-4), 123-141. https://doi.org/10.1080/10627197.2010.530551
Bybee, R. W. (2011). Scientific and engineering practices in K-12 classrooms: Understanding a framework for K-12 science education. The Science Teacher, 35, 10. https://link.springer.com/article/10.1007%2Fs11423-021-09938-x
Bybee, R. W., & Trowbridge, J. H. (1990). Applying standards-based constructivism: A two-step guide for motivating students. Cambridge University Press.
Carin, A. A., & Sund, R. B. (1997). Teaching modern science. Merrill Pub Co.
Chen, C. M., & Wang, W. F. (2020). Mining effective learning behaviors in a web-based inquiry science environment. Journal of Science Education and Technology, 29(4), 519-535. https://doi.org/10.1007/s10956-020-09833-9
Chen, K. Z., & Li, S. C. (2021). Sequential, typological, and academic dynamics of self-regulated learners: Learning analytics of an undergraduate chemistry online course. Computers and Education: Artificial Intelligence, 2, 100024. https://doi.org/10.1016/j.caeai.2021.100024
Chen, Y. C., Hand, B., & Park, S. (2016). Examining elementary students' development of oral and written argumentation practices through argument-based inquiry. Science & Education, 25(34), 277-320. https://doi.org/10.1007/s11191-016-981
Ching, C. P. (2014). Linking theory to practice: A case-based approach in teacher education. Procedia-Social and Behavioral Sciences, 123, 280-288. http://doi.org/10.1016/j.sbspro.2014.01.1425
Chinn, C. A., & Malhotra, B. A. (2002). Children’s responses to anomalous scientific data: How is conceptual change impeded? Journal of Educational Psychology, 94(2), 327-343. http://doi.org/10.1037//0022-0663.94.2.327
Choi, Y. (2020). An open-inquiry assignment for small and advanced undergraduate science courses. J Microbiol Biol Education, 21(1). https://doi.org/10.1128/jmbe.v21i1.1903
Choowong, K., & Worapun,W. (2021).The development of scientific reasoning ability on concept of light and image of grade 9 students by using inquiry-based learning 5E with prediction observation and explanation strategy. Journal of Education and Learning, 10(5), 152-159. https://doi.org/10.5539/jel.v10n5p152
Clark, D. B., Sampson, V., Weinberger, A., & Erkens, G. (2007). Analytic frameworks for assessing dialogic argumentation in online learning environments. Educational Psychology Review, 19(3), 343–374. http://doi.org/10.1007/s10648-007-9050-7
Courel-Ibáñez, J. (2021). Game patterns in padel: a sequential analysis of elite men players. International Journal of Performance Analysis in Sport. https://doi.org/10.1080/24748668.2021.1927630
De Vries, E., Lund, K., & Baker, M. (2009). Computer-mediated epistemic dialogue: Explanation and argumentation as vehicles for understanding scientific notions. The Journal of the Learning Sciences, 11(1), 63-103. https://doi.org/10.1207/S15327809JLS1101_3
Denzin, N. K. (1978). The research act: A theoretical introduction to sociological method. McGraw-Hill.
Dobber, M., Zwart, R., Tanis, M. & van Oers, B. (2017). Literature review: The role of the teacher in inquiry-based education. Educational Research Review, 22(1), 194-214.
Ennis, R. H. (2018). Critical thinking across the curriculum：A vision. Topoi, 37, 165-184. https://doi.org/10.1007/s11245-016-9401-4
Eren, E. (2021). Exploring science identity development of women in physics and physical sciences in higher education. Science & Education, 30, 1131–1158. https://doi.org/10.1007/s11191-021-00220-3
Esen, U. K., Tuysuz, M., Sarici, E., Soysal, C. & Kilinc, S. (2021). The role of the argumentation-based laboratory on the development of preservice chemistry teachers’ argumentation skills. International Journal of Science Education, 43,(1), 30-55. https://doi.org/10.1080/09500693.2020.1846226
Fakhriyah, F., Rusilowati, A., Wiyanto, W., & Susilaningsih, E. (2021). Argument-driven inquiry learning model: A systematic review. International Journal of Research in Education and Science,7(3), 767-784. https://doi.org/10.46328/ijres.2001
Fan, Y. C., Wang, T. H., & Wang, K. H. (2020). Studying the effectiveness of an online argumentation model for improving undergraduate students' argumentation ability. Journal of computer assisted learning, 36(4), 526-539. https://doi.org/10.1111/jcal.12420
Felton, M., Crowell, A., Garcia-Mila, M., & Villarroel, C. (2019). Capturing deliberative argument: An analytic coding scheme for studying argumentative dialogue and its benefits for learning. Learning, Culture and Social Interaction, 100350. https://doi.org/10.1016/j.lcsi.2019.100350
Ferretti, R. P., & Lewis, W. E. ( 2013). Best practices in writing instruction. In S. Graham, C.A. MacArthur & J. Fitzgerland (Eds.), Best practices in writing instruction (2nd ed., 113-140). Guilford Press.
Fitriani, A., Zubaidah, S., Susilo, H., & Al Mudhar, M. H. I. (2020). People: A learning model to enhance students’ critical thinking skills and scientific attitudes. International Journal of Instruction, 13(2), 89-106. https://doi.org/10.29333/iji.2020.1327a
Floren, L. C., Ten, C. O., Irby, D. M., & O'Brien, B. C. (2020). An interaction analysis model to study knowledge construction in interprofessional education: proof of concept. National Center for Biotechnology Information , 35(5), 736-743. https://doi.org/10.1080/13561820.2020.1797653.
Furtak, E. M., Hardy, I., Beinbrech, C., Shavelson, R. J., & Shemwell, J. T. (2010). A framework for analyzing evidence-based reasoning in science classroom discourse. Educational Assessment, 15(3-4), 175-196. https://doi.org/10.1080/10627197.2010.530553
García-Carmona, A., & Acevedo-Díaz, J. A. (2017). Understanding the nature of science through a critical and reflective analysis of the controversy between Pasteur and Liebig on fermentation. Science & Education, 26(1), 65-91. http://dx.doi.org/10.1007/s11191-017-9876-4
García-Carmona, A. (2020). From inquiry-based science education to the approach based on scientific practices. Science & Education, 29, 443-463. https://doi.org/10.1007/s11191-020-00108-8
Gillies, R. M. (2003). Structuring cooperative group work in classrooms: International Journal of Educational Research, 39(1-2), 35-49. https://doi.org/10.1016/S0883-0355(03)00072-7
Gillies, R. M., Nichols, K., Burgh, G., & Haynes, M. (2012). The effects of two strategic and meta-cognitive questioning approaches on children’s explanatory behaviour, problem-solving, and learning during cooperative, inquiry-based science. International Journal of Educational Research , 53, 93-106. https://doi.org/10.1016/j.ijer.2012.02.003
Gormally, C., Brickman, P., Hallar, B., & Armstrong, N. (2009). Effects of inquiry-based learning on students' science literacy skills and confidence. International journal for the scholarship of teaching and learning, 3(2), Article 16. https://doi.org/10.20429/ijsotl.2009.030216
Gunawardena, C. N., Lowe, C. A., & Anderson, T. (1997). Analysis of a global online debate and the development of an interaction analysis model for examining social construction of knowledge in computer conferencing. Journal of Educational Computing Research, 17(4), 397-431. http://doi.org/10.2190/7MQV-X9UJ-C7Q3-NRAG
Han, J., Kim, K. H., Rhee, W., & Cho, Y. H. (2021). Learning analytics dashboards for adaptive support in face-to-face collaborative argumentation. Computers & Education, 163, 104041. https://doi.org/10.1016/j.compedu.2020.10404
Harmon-Jones, E., & Mills, J. (2019). An introduction to cognitive dissonance theory and an overview of current perspectives on the theory. American Psychological Association , 3-24. https://doi.org/10.1037/0000135-001
Haury, D. L. & Rillero, P. (1994). Perspectives of hands-on science teaching. ERIC Publications.
Hodson, D. (2014). Learning science, learning about science, doing science: Different goals demand different learning methods. International Journal of Science Education, 36(15), 2534-2553. https://doi.org/10.1080/09500693.2014.899722
Hofmann,R., Vrikki, M., & Evagorou, M. (2021). Engaging teachers in dialogic teaching as a way to promote cultural literacy learning: A reflection on teacher professional development. Dialogue for Intercultural Understanding, 135-148. https://doi.org/10.1007/978-3-030-71778-0_10
Hong, J. C., Hwang, M. Y., Liu, M. C., Ho, H. Y., & Chen, Y. L. (2014). Using a “prediction-observation-explanation” inquiry model to enhance student interest and intention to continue science learning predicted by their Internet cognitive failure. Computers & Education, 72, 110-120. https://doi.org/10.1016/j.compedu.2013.10.004.
Hong, J. C., Hwang, M.Y., Tai, K.H., & Tsai, C.R., (2017). An exploration of students’ science learning interest related to their cognitive anxiety, cognitive load, self-confidence and learning progress using inquiry-based learning with an iPad. Research in Science Education, 47, 1193-1212. https://doi.org/10.1007/s11165-016-9541-y
Hong, J. C., Lu, C. C., Wang, J. L., Liao, S., Wu, M. R., Hwang, M. Y., & Lin, P. S. (2013). Gender and prior science achievement affect categorization on a procedural learning task. Thinking Skills and Creativity, 8, 92-101. https://doi.org/10.1016/j.tsc.2012.07.005
Hong, J. C., Hsiao, H. S., Chen, P. H., Lu, C. C., Tai, K. H., & Tsai, C. R. (2021). Critical attitude and ability associated with students’ self-confidence and attitude toward “predict-observe-explain” online science inquiry learning. Computers & Education, 166. https://doi.org/10.1016/j.compedu.2021.104172
Hou, H. T., Chang, K. E., & Sung,Y. T. (2008). Analysis of problem-solving-based online asynchronous discussion pattern. Educational Technology & Society, 11(1), 17-28. https://doi.org/10.1002/tea.20347
Huba, M. E., & Freed, J. E. (2000). Learner-centered assessment on college campuses : Shifting the focus from teaching to learning. Pearson Press. https://uncw.edu/cas/assessment/docs/resources/learnercenteredassessement.pdf
Iordanou, K., Kuhn, D., Matos, F., Shi, Y., & Hemberger, L. (2019). Learning by arguing. Learning and Instruction,63. https://doi.org/10.1016/j.learnins truc.2019.05.004.
Jiang,Y., Clarke-Midura, J., Keller,B., Baker,R. S., Paquette,L., & Ocumpaugh, J. (2018). Note-taking and science inquiry in an open-ended learning environment. Contemporary Educational Psychology, 55, 12-29. https://doi.org/10.1016/j.cedpsych.2018.08.004
Johnson, D. W. & Johnson, R. T. (2009). Making cooperative learning work. Theory Into Practice, 38, 67-73. https://doi.org/10.1080/00405849909543834
Johnson, D. W., & Johnson, R. T. (2009). Energizing learning: The instructional power of conflict. Educational Researcher, 38(1), 37-51. https://doi.org/10.3102/0013189X08330540
Jurik, V., Gröschner, A., & Seidel, T. (2013). How student characteristics affect girls’ and boys’ verbal engagement in physics instruction. Learning and Instruction, 23, 33-42. https://doi.org/10.1016/j.learninstruc.2012.09.002
Katchevich, D., Hofstein, A., & Mamlok-Naaman, R. (2013). Argumentation in the chemistry laboratory: Inquiry and confirmatory experiments. Research in Science Education, 43(1), 317-345. https://doi.org/10.1007/s11165-011-9267-9
Kind, P. M., Kind, V., Hofstein, A., & Wilson, J. (2011). Peer argumentation in the school science laboratory exploring effects of task features. International Journal of Science Education, 33(18), 2527-2558. https://doi.org/10.1080/09500693.2010.550952
Klahr, D., Zimmerman, C., & Jirout, J. (2011). Educational interventions to advance children's scientific thinking. Science, 971-975. https://doi.org/10.1126/science.1204528
Kostiainen, E., Ukskoski, T., Ruohotie-Lyhty, M., Kauppinen, M., Kainulainen, J., & Makinen, T. (2018). Meaningful learning in teacher education. Teaching and Teacher Education,71, 66-77. https://doi.org/10.1016/j.tate.2017.12.009
Kuhn, D. (2010). Teaching and learning science as argument. Science Education, 94(5), 810-824. https://doi.org/10.1002/sce.20395
Kuhn, D., & Udell, W. (2003). The development of argument skills. Child Development, 74(5), 1245-1260. https://doi.org/10.1111/1467-8624.00605
Kuhn, L., & Reiser, B. (2005). Students constructing and defending evidence-based scientific explanations. In: Annual meeting of the National Association for Research in Science Teaching, Dallas, EUA.
https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.472.4662&rep=rep1&type=pdf
Lai, C. L., & Hwang, G. J. (2015). A spreadsheet-based visualized Mind tool for improving students’ learning performance in identifying relationships between numerical variables. Interactive Learning Environments. 23(2), 230-249. https://doi.org/10.1080/10494820.2014.997247
Larrain, A., Freire, P., Grau, V., López, P., Salvat, I., & Silva, M. (2018). The effect of peer-group argumentative dialogue on delayed gains in scientific content knowledge. New Directions in Child and Adolescent Development, 162, 67-87. https://doi.org/10.1002/cad.20263.
Larrain, A., Freire, P., López, P., & Grau, V. (2019). Counter-arguing during curriculum-supported peer interaction facilitates middle-school students’ science content knowledge. Cognition and Instruction, 37, 453-482. https://doi.org/10.1080/07370008.2019.1627360.
Larrain, A., Freire, P., Strasser, K., & Grau, V. (2020). The development of a coding scheme to analyse argumentative utterances during group-work. Thinking Skills and Creativity, 36. https://doi.org/10.1016/j.tsc.2020.100657
Larrain, A., Singer, V., Strasser, K., Howe, C., López, P., Pinochet, J., Moran, C., Sánchez, Á., Silva, M., & Villavicencio, C. (2020). Argumentation skills mediate the effect of peer argumentation on content knowledge in middle-school students. Journal of Educational Psychology. https://doi.org/10.1037/edu0000619
Lazonder, A. W., & Harmsen, R. (2016). Meta-analysis of inquiry-based learning: Effects of guidance. Review of Educational Research, 681-718. https://doi.org/10.3102/0034654315627366
Le, H., Fan, Y., Jia, J., & Wang, Q. (2019). How do excellent MOOC learners learn: Mining learning behavior patterns in MOOC. China Electronic Education, 385, 72-79. https://kns.cnki.net/kcms/detail/11.3792.G4.20190124.0851.024. html.
Lee, M. C., & Sulaiman, F. (2018). The effectiveness of practical work on students’ motivation and understanding towards learning physics. International Journal of Humanities and Social Science Invention,7(8), 35-41.
Lesgold, A. M. (2001). The nature and methods of learning by doing. American Psychologist, 56(11), 964-973. https://doi.org/10.1037/0003-066X.56.11.964
Liu, E., Zhao, J., & Sofeia, N. (2022). Students’ entire deep learning personality model and perceived teachers’ emotional support. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2021.793548
Lu, K., Pang, F., & Shadiev, R. (2021). Understanding the mediating effect of learning approach between learning factors and higher order thinking skills in collaborative inquiry-based learning. Education Technology Research and Development, 69, 2475-2492. https://doi.org/10.1007/s11423-021-10025-4
Luo, M., Sun, D., Zhu, L., & Yang,Y. (2021). Evaluating scientific reasoning ability: Student performance and the interaction effects between grade level, gender, and academic achievement level. Thinking Skills and Creativity, 41. https://doi.org/10.1016/j.tsc.2021.100899.
Lust, G., Elen, J., & Clarebout, G. (2013). Regulation of tool-use within a blended course: Student differences and performance effects. Computers & Education, 60(1), 385-395. https://doi.org/10.1016/j.compedu.2012.09.001
Macagno, F. (2016). Argument relevance and structure. Assessing and developing student’ uses of evidence. International Journal of Educational Research,79,180–194. https://doi.org/10.1016/j.ijer.2016.07.002
Mahon, K., Kemmis, S., Francisco, S., & Lloyd, A. (2017). Introduction: Practice theory and the theory of practice Architectures. In K. Mahon, S. Francisco & S. Kemmis (Eds.), Exploring education and professional practice (pp. 1-30). Springer. http://doi.org/10.1007/978-981-10-2219-7_1
Maldonado-Mahauad, J., Perez-Sanagustín, M., Kizilcec, R. F., Morales, N., & Munoz-Gama, J. (2018). Mining theory-based patterns from big data: Identifying self-regulated learning strategies in massive open online courses. Computers in Human Behavior, 80, 179-196. https://doi.org/10.1016/j.chb.2017.11.011
Mamun, M. A. A., Lawrie, G., & Wright, T. (2020). Instructional design of scaffolded online learning modules for self-directed and inquiry-based learning environments. Computers & Education,144,103695. https://doi.org/10.1016/j.compedu.2019.103695
Mamun, M. A. A., Lawrie, G, & Wright, T. (2022). Exploration of learner-content interactions and learning approaches: The role of guided inquiry in the self-directed online environments. Computers & Education,178, 104398. https://doi.org/10.1016/j.compedu.2021.104398
Marton, F., & Saljo, R. (1976). On qualitative differences in learning: I outcome and process. British Journal of Educational Psychology, 46(1), 4-11. https://doi.org/10.1111/j.2044-8279.1976.tb02980.x
Mason, R. (1992). Evaluation methodologies for computer conferencing applications. In: A.R. Kaye (Eds.), Collaborative learning through computer conferencing. NATO ASI Series, 90, (105-116). Springer.
https://doi.org/10.1007/978-3-642-77684-7_7
McBurney, P., Rahwan, I., Parsons, S., & Moraitis, P. (Eds.)(2010). Argumentation in multi-agent systems. Springer Press.
https://link.springer.com/content/pdf/10.1007/978-3-642-21940-5.pdf
Mercer, N. (2004). Sociocultural discourse analysis. Journal of Applied Linguistics, 1(2), 137-168. https://doi.org/10.1558/japl.v1i2.137
Microsoft. (2017). Why Europe's girls aren't studying STEM. Retrieved from https://news.microsoft.com/europe/features/dont-european-girls-like-science-technology/#sm.0001rwq32pg3aeugq6s20umv1vnag
Minner, D. D., Levy, A. J., & Century, J. (2010). Inquiry-based science instruction -What is it and does it matter? Results from a research synthesis years 1984 to 2002. Journal of Research in Science Teaching, 47(4), 474-496. https://doi.org/10.1002/tea.20347
Miralda-Banda, A., Garcia-Mila, M., & Felton, M. (2021). Concept of evidence and the quality of evidence-based reasoning in elementary students. Topoi, 40(2), 359-372. https://doi.org/10.1007/s11245-019-09685-y
Naibert, N., Vaughan, E. B., Brevick, K., & Barbera, J. (2022). Exploring student perceptions of behavioral, cognitive, and emotional engagement at the activity level in general chemistry. Journal of Chemical Education, 99(3), 1358-1367. https://doi.org/10.1021/acs.jchemed.1c01051
Ndlela, N. N., Pereira, L., & Oloyede, I. O. (2020). Use of instructional methods developing higher order thinking skills by business studies teachers in Eswatini. Open Journal of Social Sciences, 8(8). https://doi.org/10.4236/jss.2020.88004
Newell, G. E., Beach, R., Smith, J., & VanDerHeide, J. (2011). Teaching and learning argumentative reading and writing: A review of research. Reading Research Quarterly, 46(3), 273-304. https://doi.org/10.1598/RRQ.46.3.4
Nhan, H. & Nhan, T. A. (2019). Different grouping strategies for cooperative learning in english majored seniors and juniors at Can tho University. Vietnam. Education Sciences, 9(1), 59. https://doi.org/10.3390/educsci9010059
Noroozi, O., Weinberger, A., Biemans, H. J. A., Mulder, M., & Chizari, M. (2013). Facilitating argumentative knowledge construction through a transactive discussion script in CSCL. Computers & Education, 61, 59-76. https://doi.org/10.1016/j.compedu.2012.08.013
Ouyang, F., Hu, Y., Zhang, Y., Guo, Y., & Yang, Y. (2021). In-service teachers’ knowledge building during face-to-face collaborative learning. Teaching and Teacher Education, 107, 103479. https://doi.org/10.1016/j.tate.2021.103479
Özer, F., & Sarıbaş, D. (2022). Exploring pre-service science teachers’ understanding of scientific inquiry and scientific practices through a laboratory course. Science & Education. https://doi.org/10.1007/s11191-022-00325-3
Patton, M. Q. (2014). Qualitative Research & Evaluation Methods (4th ed.). Sage Publications, Inc.
Pegg, J. M. (2006). Developing explanations: student reasoning about science concepts during claims-evidence inquiry lessons. Oregon State University. https://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/3f4628449
Pietarinen,T., Vauras, M., Laakkonen, E., Kinnunen, R., & Volet, S. (2018). High school students' perceptions of affect and collaboration during virtual science inquiry learning. Journal of Computer Assisted Learning, 35(3), 334-348. https://doi.org/10.1111/jcal.12334
Putri1, L. A., Permanasari, A., Winarno1, N., & Ahmad, N. J. (2021). Enhancing students’scientific literacy using virtual lab activity with inquiry-based learning. Journal of Science Learning,4 (2), 173-184. https://doi.org/10.17509/jsl.v4i2.27561
Rapanta, C. & Felton, M. K. (2022). Learning to argue through dialogue: a review of instructional approaches. Educational Psychology Review, 34, 477-509 https://doi.org/10.1007/s10648-021-09637-2
Rapanta, C. (2019). Argumentation strategies in the classroom. Vernon Press.
Rapanta, C. (2021). Can teachers implement a student-centered dialogical argumentation method across the curriculum? Teaching and Teacher Education,105, 103404. https://doi.org/10.1016/j.tate.2021.103404
Rogiers, A., Merchie, E., & Van Keer, H. (2019). Learner profiles in secondary education: Occurrence and relationship with performance and student characteristics. The Journal of Educational Research,112(3), 385-396. http://doi.org/10.1080/00220671.2018.1538093
Rönnebeck, S., Bernholt, S., & Ropohl, M. (2016). Searching for a common ground–A literature review of empirical research on scientific inquiry activities. Studies in Science Education, 52(2), 161-197. https://doi.org/10.1080/03057267.2016.1206351
Sackett, G. P. (Ed.). (1978). Observing Behavior: Theory and applications in mental retardation. University Park Press.
Sampson, V., & Clark, D. B. (2011). A comparison of the collaborative scientific argumentation practices of two high and two low performing groups. Research in Science Education, 41, 63-97. https://doi.org/10.1007/s11165-009-9146-9
Sass, T. R. (2015). Understanding the STEM Pipeline. National center for analysis of longitudinal data in education research, CALDER Working Paper No. 125. http://joemls.dils.tku.edu.tw/wp-content/uploads/2020/08/APA-7th-ed-0710.pdf
Schnitzler, K., Holzberger, D. & Seidel, T. (2021). All better than being disengaged: Student engagement patterns and their relations to academic self-concept and achievement. European Journal of Psychology of Education, 36, 627-652. https://doi.org/10.1007/s10212-020-00500-6
Scott, L. (2015). Future learning 3: What kind of pedagogies for the 21st century? Education and Research: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000243126
Segundo Marcos, R. I., López Fernández, V., Daza González, M. T., & Phillips-Silver, J. (2020). Promoting children’s creative thinking through reading and writing in a cooperative learning classroom. Thinking Skills and Creativity, 36, 100663. https://doi.org/10.1016/j.tsc.2020.100663
Sexton, S. S. (2020). Meaningful learning-David P. Ausubel. In B. Akpan & T.J. Kennedy (Eds.), Science Education in Theory and Practice. https://doi.org/10.1007/978-3-030-43620-9_12
Shang, J., Xiao, R., Zhang, Y. (2020). A sequential analysis on the online learning behaviors of Chinese adult learners: Take the KGC learning platform as an example. Education in a Smart Learning Environment, 61-76. https://doi.org/10.1007/978-3-030-51968-1_6
Shi, D., Irwin, D., & Du, P. (2022). Languaging dynamics in interactive lecturing: exploring an embodied approach to deep learning in L2 higher education contexts. Classroom Discourse. https://doi.org/10.1080/19463014.2021.1971543
Shi,Y. C. (2019). Enhancing evidence-based argumentation in a Mainland China middle school. Contemporary Educational Psychology, 59, 101809 https://doi.org/10.1016/j.cedpsych.2019.101809
Simon, S., Erduran, S., & Osborne, J. (2007). Learning to teach argumentation: research and development in the science classroom. International Journal of Science Education, 28(2-3), 235-260. https://doi.org/10.1080/09500690500336957
Skuballa, I.T., Dammert, A., & Renkl, A. (2018). Two kinds of meaningful multimedia learning: Is cognitive activity alone as good as combined behavioral and cognitive activity? Learning and Instruction, 54, 35-46. https://doi.org/10.1016/j.learninstruc.2018.02.001
Sølvik, R. M., & Glenna, A. E. H. (2021). Teachers’ potential to promote students’ deeper learning in whole-class teaching: An observation study in Norwegian classrooms. Journal of Educational Change. https://doi.org/10.1007/s10833-021-09420-8
Stuyck, H., Aben, B., Cleeremans, A., & van den Bussche, E.(2021). The Aha! moment: Is insight a different form of problem solving? Consciousness and Cognition, 90, 103055. https://doi.org/10.1016/j.concog.2020.103055.
Stuyck, H., Cleeremans, A., & van den Bussche, E. (2022). Aha! under pressure: The Aha! experience is not constrained by cognitive load. Cognition, 219, 104946. https://doi.org/10.1016/j.cognition.2021.104946.
Sun, Z., Lin, C.-H., Lv, K., & Song, J. (2021). Knowledge-construction behaviors in a mobile learning environment: a lag-sequential analysis of group differences. Educational Technology Research and Development, 69, 533-551. http://doi.org/10.1007/s11423-021-09938-x
Tach, L. M., & Farkas, G. (2006). Learning-related behaviors, cognitive skills, and ability grouping when schooling begins. Social Science Research,35(4), 1048-1079. https://doi.org/10.1016/j.ssresearch.2005.08.001
Teig, N., Scherer, R., & Nilsen, T. (2018). More isn't always better: The curvilinear relationship between inquiry-based teaching and student achievement in science. Learning and Instruction, 56, 20-29. https://doi.org/10.1016/j.learninstruc.2018.02.006
Tristanti, L.B., & Nusantara, T. (2021). Identifying students' mathematical argumentation competence in solving cubes and pyramid problems. Journal of Physics: Conference Series. https://doi.org/10.1088/1742-6596/1933/1/012118
Turner, D., Pleuss, J., & Collins, C. (2021). The impact of academically homogeneous classrooms for undergraduate statistics. Primus, 31(6), 718-728. https://doi.org/10.1080/10511970.2019.1710629
UNESCO. (2021, Nov. 25). Women in Science: UNESCO Regional Mapping Identifies Persistent Gender Disparities. https://en.unesco.org/news/women-science-unesco-regional-mapping-identifies-persistent-gender-disparities
Uzuntiryaki-Kondakci, E., Tuysuz, M., Sarici, E., Soysal, C., & Kilinc, S. (2021). The role of the argumentation-based laboratory on the development of pre-service chemistry teachers’ argumentation skills. International Journal of Science Education, 43(1), 30-55. http://doi.org/ 10.1080/09500693.2020.1846226
van den Hurk, A., Meelissen, M., & van Langen, A. (2019). Interventions in education to prevent STEM pipeline leakage. International Journal of Science Education, 41(2), 150-164.
http://doi.org/ 10.1080/09500693.2018.1540897
van der Graaf, J., Segers, E., & de Jong, T. (2020). Fostering integration of informational texts and virtual labs during inquiry-based learning. Contemporary educational psychology, 62, 101890. https://doi.org/10.1016/j.cedpsych.2020.101890
van Eemeren, F. H., Grootendorst, R., Henkemans, F. S., Blair, J. A., Johnson, R. H., Plantin, C., & Willard, C.A. (1996). Fundamentals of argumentation theory: A handbook of historical backgrounds and contemporary developments (1st ed.). Lawrence Erlbaum Associates, Inc. https://doi.org/10.4324/9780203811306
Wang, C., Xu, L. L., & Liu, H. (2021). Exploring behavioural patterns of virtual manipulatives supported collaborative inquiry learning: Effect of device‐student ratios and external scripts. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12620
Wang, H. H., Lin, H. S., Chen, Y. C., Pan, Y. T. & Hong, Z. R. (2021) . Modelling relationships among students’ inquiry-related learning activities, enjoyment of learning, and their intended choice of a future STEM career. International Journal of Science Education, 43(1), 157-178. https://doi.org/10.1080/09500693.2020.1860266
Wang, Y. L. (2021). The development of a coding scheme for intergenerational learning and its application to the patterns of intergenerational collaborative communication. Frontiers in Psychology, 12, 245. https://doi.org/10.3389/fpsyg.2021.629658
Wang, C., Chen, P., Wang, J., & Ling, Y. (2021). Rigorous evidence and reasoning or not？A demonstration of iron corrosion to induce students’ critical thinking. Journal of Chemical Education, 98(5), 1718-1725. https://doi.org/10.1021/acs.jchemed.0c01335
Wang, H., Tlili, A., Zhong, X., Cai, Z., & Huang, R. (2021) .The impact of gender on online learning behavioral patterns: A comparative study based on lag sequential analysis. International Conference on Advanced Learning Technologies (ICALT), 190-194. http://doi.org/10.1109/ICALT52272.2021.00064.
Warsah, I., Morganna, R., Uyun, M., Hamengkubuwono, & Afandi, M. (2021).The impact of collaborative learning on learners' critical thinking skills. International Journal of Instruction, 14(2), 443-460. https://doi.org/10.29333/iji.2021.14225a
Wen, C. T., Liu, C. C., Chang, H. Y., Chang, C. J., Chang, M. H., Fan-Chiang, S. H., Yang, C. W., & Hwang, F. K. (2020). Students’ guided inquiry with simulation and its relation to school science achievement and scientific literacy. Computers and Education, 149. https://doi.org/10.1016/j.compedu.2020.103830
White, R. T., & Gunstone, R. F. (1992). Prediction-observation-explanation. In R. T. White & R. F. Gunstone (Eds.), Probing understanding (44-64). The Falmer Express.
Worrell, F. C., Casad, B. J., Daniel, D. B., McDaniel, M., Messer, W. S., Miller Jr, H. L., Prohaska, V., & Zlokovich, M. S. (2010). Promising principles for translating psychological science into teaching and learning. In D. F. Halpern (Ed.), Undergraduate education in psychology: A blueprint for the future of the discipline (129-144). American Psychological Association. https://doi.org/10.1037/12063-008
Wu, H. K., & Hsieh, C. E. (2006). Developing sixth graders’ inquiry skills to construct explanations in inquiry‐based learning environments. International Journal of Science Education, 28(11), 1289-1313. https://doi.org/10.1080/09500690600621035
Wu, I. C. & Yu, H. K. (2020). Sequential analysis and clustering to investigate users’ online shopping behaviors based on n0eed-states. Information Processing & Management, 57(6), 102323. https://doi.org/10.1016/j.ipm.2020.102323
Yang, K. H. & Chen, H. H. (2021). What increases learning retention: employing the prediction-observation-explanation learning strategy in digital game-based learning, Interactive Learning Environments. https://doi.org/10.1080/10494820.2021.1944219
Yang, X., Li, J., & Xing, B. (2018). Behavioral patterns of knowledge construction in online cooperative translation activities. The Internet and Higher Education, 36, 13-21. https://doi.org/10.1016/j.iheduc.2017.08.003
Yang, X., Li, J., Guo, X., & Li, X. (2015). Group interactive network and behavioral patterns in online English-to-Chinese cooperative translation activity. Internet Higher Education,25, 28-36. https://doi.org/10.1016/j.iheduc.2014.12.003
Yang, X., Zhang, M., Kong, L., Wang, Q., & Hong, J. C. (2021). The effects of scientific self-efficacy and cognitive anxiety on science engagement with the “question-observation-doing-explanation” model during school disruption in COVID-19 pandemic. Journal of Science Education and Technology, 30, 380-393. https://doi.org/10.1007/s10956-020-09877-x
Yoon, M., Lee, J., & Jo, I. H. (2021).Video learning analytics: Investigating behavioral patterns and learner clusters in video-based online learning. The Internet and Higher Education,50. https://doi.org/10.1016/j.iheduc.2021.100806.
Zafrani, E., & Yarden, A. (2021). Dialog‐constraining institutional logics and their interactional manifestation in the science classroom. Science Education,106 (1),142-171. https://doi.org/10.1002/sce.21687
Zhang, J., & Chen, B. (2021). The effect of cooperative learning on critical thinking of nursing students in clinical practicum: A quasi-experimental study. Journal of Professional Nursing, 37(1), 177-183. https://doi.org/10.1016/j.profnurs.2020.05.008
Zhang, N., Liu, Q., Zheng, X., Luo, L. & Cheng, Y. (2021). Analysis of social interaction and behavior patterns in the process of online to offline lesson study: A case study of chemistry teaching design based on augmented reality. Asia Pacific Journal of Education. https://doi.org/10.1080/02188791.2020.1866493
Zhao, L., He, W., Liu, X., Tai, K. H., & Hong, J. C. (2021). Exploring the effects on fifth graders' concept achievement and scientific epistemological beliefs: Applying the prediction-observation-explanation inquiry-based learning model in science education. Journal of Baltic Science Education, 20(4), 664-676. https://doi.org/10.33225/jbse/21.20.664
Zheng, J., Xing, W., & Zhu, G. (2019). Examining sequential patterns of self- and socially shared regulation of STEM learning in a CSCL environment. Computers & Education, 136, 34-48. https://doi.org/10.1016/j.compedu.2019.03.005.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. Handbook of self-regulation, 13-39.
https://doi.org/10.1016/B978-012109890-2/50031-7
Zubaidah, S., Corebima, A. D., Mahanal, S., & Mistianah. (2018). Revealing the relationship between reading interest & critical thinking through remap GI & Jigsaw. International Journal of Instruction, 11(2), 41-56. https://doi.org/10.12973/iji.2018.1124a.
Zwiers, J. (Ed.) (2004). Building reading comprehension habits in grades 6-12: A toolkit of classroom activities. International Reading Association.
|