Sam Tsai 蔡坤憲

Good review of conceptual change research: Duit, R., & Treagust, D. (1998). Learning in science - From behaviourism towards social constructivism and beyond. In B. Fraser & K. Tobin (Eds.), International handbook of science education (pp. 3-25). Dordrecht: Kluwer Academic Publishers. Georghiades, P. (2000). Beyond conceptual change learning in science education: focusing on transfer, durability and metacognition. Educational Research, 42(2), 119-139. Hewson, P. W., Beeth, M. E., & Thorley, N. R. (1998). Teaching for conceptual change. In B. Fraser & K. Tobin (Eds.), International handbook of science education (pp. 199-218). Dordrecht: Kluwer Academic Publishers. Tyson, L. M., Venville, G. J., Harrison, A. G., & Treagust, D. F. (1997). A multidimensional framework for interpreting conceptual change events in the classroom. Science Education, 81, 387-404.

I need to answer to myself about 1. What does it mean by "constructivist teaching approach"? 2. What schemes-of-knowledge /mental models/frameworks can I find from my data (before discussion and during discussion)? 3. What patterns happened in the class discussion, in terms of post-linkages, social presence and cognitive presence? (There is no teaching presence in my intervention).