Laughing, and then thinking

"While students start laughing, they start to think."

This is the question I consider and get confused resently because of my instruction.

In instruction, for the purpose, I usually make pupils happy.

However, although sometimes pleasant atemosphere is filling in instruction context

in order to make students enjoy learning and doing better performance,

it still can be found that the students' achievement does not get better as what is expected

earlier, even including of their motivation.

So that is why makes me feel confused.

Luckly, in the conference "Enhancing visual literacy through using multimodal

representation," there was a professior saying words that let me get deep impression

as the first sentence I have mentioned.

Perhaps this could be one way explaining why I always would like to build up in my

instruction.

Either this reason or other else is alright, anyway, and I think it would be able to rasie up

students' motivation and also promote their better achievement.

Transforming concept map into writing

This lectture as below is created by me while I teach student who does not get reasoning or good understanding of writing.

It mainly indicates the steps and the way how to transform oneself's ideas into writing by concept map, and it maybe not be made up so normally but followed by instructive instruition, however.

The content:
• 3 Main content that is necessary to write by the topic:
1. Introduce where you went and had a good time
2. Describe what happened there
3. Share your feeling or ideas in this break

• Illustrate your concept map to promote you to get easy and exact direction in writing

• Follow the 6 steps that you have learned how to take uses of concept map:
1. Make your topic sentence by each connection between main idea and sub-idea
2. Extend and make more statements that is followed your topic sentence
3. Integrate each paragraph which is also required some connective sentences
4. Add more opinions or other creative ideas
5. Revise the whole article where perhaps would make mistakes in writing
6. Ensure your title and topic

• Make sure and check each part while or after you finish writing

Of course, I think it is necessary to be revised and disscused.

八卦關係圖來教學

好複雜喔!
小孩在讀了一段小說後
迸出這樣的話語
覺得書中的人物和情境等關係很複雜
因為學生的特性是讀寫能力不佳
要他在寫出句子或做摘要
對於這樣的孩子而言
我們所設計的模板可能也變成挑戰或噩夢
讓他們感到很大的挫折
於是
我請他繪製了人物關係圖
也請他描述和說明這些關係和每個概念的特點

After that, i got a new idea as below:

"Illustating the relationship map after literacy activity for promoting understanding of science concepts"

在活動進行時候
也得以讓學生有具體的架構或素材可以向大家分享
或是說明他心中的想法
甚至可以編撰新的故事
讓學生也成為新的"故事媽媽"或事"故事爸爸"

這感覺有點相似概念圖或是心智圖
但是也讓我去聯想其他學生又是怎樣子去建構心中的關係圖像
是否
這也是一種協助學生對於概念間作"建立關係"並且"產生意義"
的一種活動和學習
同時
這也能列為一種多元表徵的方式吧

甚至
也可以視學生喜好與年齡層而定
嘗試運用他們喜歡的卡通或者偶像劇等來做題材發揮
作做演練

或許
在日後的他們
更能看的懂"XX水玲瓏"或是"XX蜘蛛網"等芭樂鄉土的社會劇
可以馬上猜出劇中的狐狸精是誰喔!

another PBL into intern

回到研究綱位後

想研究 Pracitced-based learning

在教學實習的過程中採以這樣的模式

不曉得會否有怎樣的變化和影響

此外

生物教學中經常見到介紹各種現象的"過程與機制"

老師或教科書會以箭頭或事過程符號來描述這樣的知識

跟我們心中常在構想的概念圖

心智模式是否有不同或是可以做怎樣的調整

也是想了解和探討的

想先註記下來...

專長整合

在教學與研究的交織過程中

應該好好經營和發揮

我覺得自己有許多方面的興趣與專長

然而

勢必將這些特點整合

包含了醫學、衛生、科學與教育等知能和經驗

在高中或大學等場域中

拓展新的研究和教學視野

信 度 ， 你 在 哪 ？

想確立APD中各問卷的信度與資料齊全問題：

1. 取得預試的原始資料及施測過程，包含人數和方法。

2. 各問卷中的構念，以及各構念下的題目分配。

3. 「科學教學信念」問卷是否有刪除哪些題目(51題變37題)？
為何刪除這些題目？
其原本的題目為何？

4. 為何只作「科學教學信念」的信度預試？
而原本51題的信度值為何？
其他的問卷是否也有經過預試檢測？

改 吧 ~ 你 !

APD 的多元資料...要改的有很多...
先做先改的部份...as below :

<量性統計資料的分析>
1. 確立各個問卷中的構念與信度。
2. 檢測信度值。
3. 儘量提高信度值，甚至在不違背研究問題與構念下，刪除不切題目。
4. 確立信度值。
5. 跑四份問卷中總分及各個向度的Paired T-test統計考驗。

<質性資料的分析>
1. 轉錄第一次(醬油包實驗)與第二次(曼陀珠實驗)的上台報告檔案。
2. 分析目標對象(第二與第三組別)在兩次報告的各項特徵與論證品質。
3. 轉錄與描述目標對象(第二與第三組)在兩次實驗過程的小組互動情況。
4. 分析目標對象(第二與第三組)的小組互動特徵。
5. 或依據量性資料上數據差異最大或最小的個案去深究和觀察其互動的情況。

結合質量等多元資料
提出粗略研究想法



雖然要在修改重跑
但不要灰心
都是學習與成長
自己要說「加油 ! 好嗎!」