Page 122 - 2020新世代·新需求:臺灣教育發展的挑戰研討會
P. 122

專題研究報告一

                                                     第一篇 因應科技快速發展對教育的衝擊




                   Science Education International, 25(3), 246-258.
              Knight, D. B., Lattuca, L. R., Kimball, E. W., & Reason, R. D. (2013). Understanding
                   interdisciplinarity: Curricular and organizational features of undergraduate
                   interdisciplinary programs. Innovative Higher Education, 38(2), 143-158.
              Koljatic, M., & Kuh, G. D. (2001). A longitudinal assessment of college student
                   engagement in good practices in undergraduate education. Higher Education,
                   42(3), 351-371. doi: 10.1023/A:1017993113390
              Krajcik, J. S., Czeniak, C., & Berger, C. (1999). Teaching children science:
                   A project-based approach. Boston, MA: McGraw-Hill College.
              Lanz, M., Lobov, A., Katajisto, K., & Mäkelä, P. (2018). A concept and local
                   implementation for industry-academy collaboration and life-long learning.
                   Procedia Manufacturing, 23, 189-194.
              Lee, N., & Loton, D. (2015). Capstones across disciplines: Synthesizing theory,
                   practice, and policy to provide practical tools for curriculum design. Sydney:
                   Australian Government Office for Learning and Teaching. Retrieved from
                   https://ltr.edu.au/resources/ Lee_N_NSTF_report_2015.pdf
              Leuven, E., & Oosterbeek, H. (2011). Overeducation and mismatch in the labor
                   market. In E. A. Hanushek, S. Machin, & L. Woessmann (Eds.), Handbook
                   of the economics of education (Vol. 4, pp. 283-326). London, UK: Elsevier.
              Li, Y., & Lewis, W. J. (2019). Recognizing and promoting interdisciplinary
                   collaboration, leadership, and impact: award for interdisciplinary excellence
                   in mathematics education (IEME award). International Journal of STEM
                   Education, 6(9), 2-8.
              Liao, C. (2016). From interdisciplinary to transdisciplinary: An arts-integrated
                   approach to STEAM education. Art Education, 69(6), 44-49.
              Lindeman, E. C. (1984). The meaning of adult education (Vol. 1). New York, NY:
                   New Republic.
              Mansilla, V. B. (2005). Assessing student work at disciplinary crossroads. Change:
                   The Magazine of Higher Learning, 37(1), 14-21.
              Maynard, D. C., & Parfyonova, N. M. (2013). Perceived overqualification and





                                                   121
   117   118   119   120   121   122   123   124   125   126   127