| dc.contributor | 教育系 | en_US |
| dc.creator (作者) | 洪煌堯 | zh_TW |
| dc.creator (作者) | Li, P. J.;Hong, H-.Y. | en_US |
| dc.date (日期) | 2015-11 | en_US |
| dc.date.accessioned | 24-Nov-2014 14:26:24 (UTC+8) | - |
| dc.date.available | 24-Nov-2014 14:26:24 (UTC+8) | - |
| dc.date.issued (上傳時間) | 24-Nov-2014 14:26:24 (UTC+8) | - |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/71620 | - |
| dc.description.abstract (摘要) | The purpose of this study was to investigate whether engaging students in computer supported collaborative activities in a knowledge-building environment could help them develop a deeper understanding of the nature of scientific theories. Findings indicated: 1) students’ views of the nature of scientific theories significantly changed, becoming more constructivist-oriented toward the end of the semester; 2) there was a statistically significant relationship between students’ online interactive activities and their enhanced understanding of the nature of scientific theories. In sum, engaging students in computer supported collaborative activities in a knowledge-building environment seems to be supportive in helping students develop a more informed view of the nature of scientific theories. | en_US |
| dc.format.extent | 666883 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.language.iso | en_US | - |
| dc.relation (關聯) | International Journal of Information and Education Technology, 5(11), 832-835 | en_US |
| dc.subject (關鍵詞) | Knowledge-building;computer supported collaborative learning;nature of scientific theory | en_US |
| dc.title (題名) | Exploring the Relationships between Students` Online Interactive Activities and Their Views of the Nature of Scientific Theories | en_US |
| dc.type (資料類型) | article | en |
| dc.identifier.doi (DOI) | 10.7763/IJIET.2015.V5.621 | - |
| dc.doi.uri (DOI) | http://dx.doi.org/10.7763/IJIET.2015.V5.621 | - |
