騁馳快與多、亂之時，都記得慢慢地精、巧而好！

      這幾天，認真看他人的生活，提醒自己認真研究。『利用此噗 持續玩！』

      電影、活動與書籍，或許真人、史事或回憶，但一定有一群『當事人』長期堅持地從夢想→行動→作品的呈現，才能讓你在與他們（作品）相會之際，再與自己進行對話。
      電影：五月天3D演唱會、滾吧阿信！那些年我們一起追的女孩、賽德克巴萊。 

      林義傑跑完絲路全程 到達終點，希望藉此喚起大家對於水資源環保議題的重視。
      因為九二一災後，孩子的一句話『老師，你會不會回來』，讓王政忠主任一路走來，藉著教育想改變孩子的命運，也改變每個人的一生。
      我真的很愛哭。也真的很能連結起自己心裡與上述真實主角們的心聲共鳴～莫忘初衷、堅持也樂觀，行動就有勁！

      回到這篇的主要目的，寫著自己看他人不只是看成果的成功心聲，好好修煉自己現在的研究、教學與生活的行為模式。

＊快得多到亂好

      經過整個暑假的混亂冒險，發現自己的公立增進不少呢！昨晚睡前心血來潮，找了近40篇有關『後設分析』、『科學展覽』與『探究、論證』的papers，就同步上Dropbox，利用iPad翻看著入睡。（40篇標題附於文末）

      一早到k書中心前，已把每篇標題、摘要看過，開始與自己的想法建立新連結，只是先亂想。

＊生活點滴
      看報紙有『氣象人的堅守崗位 』，明天可以與孩子們進行討論。
      等k書中心開門前，到誠品買了四書：
老師，你會不會回來
問對問題，找答案
電影．巴萊
導演．巴萊

＊慢得精巧到好
      因為暑假玩了『精板神之旅 』，所以原本的『探究與論證』文獻探討寫作有點掉進度。自己給自己玩個GAME 吧～
這一個月寫出一篇文獻探討文章：涵蓋『科學探究、科展活動、學生論證作品與論證能力、教師角色與介入、科學課程與環境、網路支援機會』的整體關聯。

      今天先『週捷輪』 安排來認真『臨致靈』，把教學、研究、專案做個統合～精心規劃、巧勁創執，就是要做到好！

後註：40篇標題，趁熱血沸騰之際，快把火星（MARS）與罐子（JARS） 拿出來套看！

後設分析：
＊A meta-analysis of the relationship between science achievement and science attitude: Kindergarten through college
＊A meta-analysis of research on science teacher education practices associated with inquiry strategy
＊Investigating the learning-theory foundations of game-based learning_a meta-analysis
＊Laboratory Programs for Elementary School Science_A Meta-Analysis of Effects on Learning
＊A Meta-analysis of the Impact of Forensics and Communication Education on Critical Thinking

科展：
＊Are science fair judgements fair
＊Predictors of Success in a District Science Fair Competition
＊Preservice Elementary Teachers_ Attitudes Toward Their Past Experience With Science Fairs
＊ScienceSense_P12 An Introduction to Scientific Inquiry, Science Projects, and Science Fairs
＊The 1939-1940 New York Worlds Fair and the Transformation of the American Science Extracurriculum
＊THE DEVELOPMENT AND PRESENT STATUS OF SCHOOL SCIENCE FAIRS
＊THE IMPACT OF SCIENCE FAIRS ON STUDENT EXHIBITORS
＊THE SCIENCE FAIR AS AN AID TO PROJECT TEACHING

探究與論證
＊Basic Inferences of Scientific Reasoning, Argumentation, and Discovery
＊Children's roles and use of evidence in science_an analysis of decision-making in small groups
＊Children’s Questions About Science Fair_Preliminary Results of an Analysis of Digital Library Reference Questions
＊Classroom Communities’Adaptations of the Practice of Scientific Argumentation
Elementary Students’ Views of Explanation, Argumentation, and Evidence,and Their Abilities to Construct Arguments Over the School Year
＊Enhancing the Quality of Argumentation in School Science
＊Epistemologically Authentic Inquiry in Schools_A Theoretical Framework for Evaluating Inquiry Tasks
＊Experimental analysis of the effective components of problem-based learning
Identifying Meta-Clusters of Students’ Interest in Science and Their Change with Age
＊Learners’ Perceptions of the Role of Peers in a Research Experience_Implications for the Apprenticeship Process, Scientific Inquiry,and Collaborative Work
＊Lower Track Science Students' Argumentation and Open Inquiry Instruction
＊The Development of Dynamic Inquiry Performances within an Open Inquiry Setting_A Comparison to Guided Inquiry Setting
＊The Impact of a Classroom Intervention on Grade 10 Students’Argumentation Skills, Informal Reasoning,  and Conceptual Understanding of Science
＊The Impact of Collaboration on the Outcomes of Scientific Argumentation
＊Metacognitive Engagement During Field-Trip Experiences_A Case Study of Students in an Amusement Park Physics Program
＊Seeking Effectiveness and Equity in a Large College Chemistry Course_An HLM Investigation of Peer-Led Guided Inquiry
＊Student Interest Generated During an Inquiry Skills Lesson
＊Students’ Questions and Discursive Interaction_ Their Impact on Argumentation During Collaborative Group Discussions in Science
＊The Influence of Explicit Nature of Science and Argumentation Instruction on Preservice Primary Teachers’ Views of Nature of Science
＊A Framework for Scaffolding Students’ Assessment of the Credibility of Evidence
＊A Learning Progression for Scientific Argumentation_Understanding Student Work and Designing Supportive Instructional Contexts

建模：

＊Drops of Water and of Soap Solution_Students’ Constraining Mental Models of the Nature of Matter

＊Expert Models and Modeling Processes Associated with a Computer-Modeling Tool
＊Learners’ Epistemic Criteria for Good Scientific Models

全球科教議題
＊Globalization_Science Education from an International Perspective
＊Scientific Literacy, PISA, and Socioscientific Discourse_Assessment for Progressive Aims of Science Education
＊Re-Conceptualization of Scientific Literacy in South Korea for the 21st Century