學位論文
Permanent URI for this collectionhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/73900
Browse
122 results
Search Results
Item 從學習環境與對學科態度評估地球系統課程(2005) 楊惠玲Item 初探個人知識認識觀、教師角色與學習環境偏好之關係(2005) 洪翠屏Item 班達海域過去25 萬年以來表層海水營養鹽利用率之重建： MD012380 岩芯之氮同位素紀錄(2004) 黃瓊儀海洋生物生產力是海洋調控二氧化碳濃度變動的主要參數之一，而氮營養鹽（主要為NO3－）是初級生產者進行光合作用合成本身有機體必須的物質之一，因此其含量的供需狀況是控制初級生產力多寡的重要控因之一。表層海水營養鹽的含量及生產者的多寡會影響營養鹽被利用的程度，而此不同的結果會反映在氮的同位素組成的分化效應上。因此，本論文工作是希望藉由分析沈積物中氮同位素值記錄隨時間的變化來重建班達海域古海洋表水氮營養鹽的利用率及其隨古環境 與古氣候變遷的訊息。 本論文研究乃利用法國海洋研究船瑪麗安·杜帆（Marion Dufresne）號於2001年夏天執行國際海洋古全球變遷計劃（IMAGES）第七航次時，在屬西太平洋邊緣海之班達海（Banda Sea）所採集的MD012380 岩芯進行分析研究工作。分析工作包含此岩芯的氮同位素（δ15N）值，沈積物之總有機碳組成（TOC）、總有機碳/總氮比值（Corg/N atomic ratio）及有機碳的碳同位素（δ13C）組成等。其中氮與 碳元素與同位素的分析方法主要是採取燃燒法（combustion method），將沈積物經高溫燃燒後所釋放出的氣體（N2、CO2）收集後以質譜儀及元素分析儀進行其同位素值與C、N 含量的測定。分析的標本因受限於氧同素所建立的時間架構，故只以自本岩芯頂部至2082 公分（氧同位素定年結果為250ka）以來的結果作討論。 此部份的分析資料相當於MIS7 與8 交界（250ka）以來的最近三次冰期-間冰期的變遷。 MD012380 岩芯之氮同位素分析結果落於5.24~8.81‰之間，在暖期之MIS1氮同位素值平均約為7.51‰，MIS5 除了73ka 出現較低的氮同位素值（5.24‰）外，其餘平均約為6.92‰，到了冷期的MIS2 為6.31‰、MIS3 為6.63‰、MIS4 則為6.63‰，整體的氮同位素值變化可看到冷期低-暖期高的趨勢，但在MIS6 及7 則有約2‰的震盪，且無法區隔MIS6 與7 之間的變動差異。利用本岩芯所在的海域之現今水文資料、岩芯本身氮同位素組成與總氮含量的關係及其與總有機碳隨時間變動的趨勢，再加上岩芯中有機氮相對於有機碳比值及碳同位素組成，推斷本岩芯所紀錄的氮同位素組成並不具有固氮作用的訊號，且可排除成岩作用及脫硝作用的影響，而其中有機物的來源屬於海源的特徵。因此，MD012380 岩芯的碳、氮同位素組成的結果應可反映班達海域表層水的同位素分化的效應。 所以，本研究利用拉雷分化效應公式可計算粗估班達海域之古海洋環境中表層水營養鹽利用率及其隨時間的變動趨勢。估算的結果反映出在冷期時班達海地區的浮游植物對營養鹽的利用率較低而暖期較高。再配合代表生產力變動的總有機碳含量結果發現MD012380 岩芯沈積物在冷期時總有機碳含量較高但δ15N 較輕；相反地，暖期的總有機碳含量較低且δ15N 較重，這些指標反映在冷期時有較高的生產力，且氮營養鹽的利用率較低。由此推測岩芯中冷期-暖期變化的氮同位 素組成應非生物生產力變動而造成其對營養鹽攝取量的不足，而應是營養鹽供應量在冷期時有明顯的增加所造成的結果。而此較多營養鹽的供輸極可能是因班達海地區於冷期時因季風強度的改變使表水有較明顯的湧昇流強度增強的效應而導致營養鹽由深層水的供應量增加，因此使得浮游植物對硝酸根離子的利用率變低的結果。Item 利用干涉陣列搜尋河外次毫米波源的策略研究(2003) 顏吉鴻Item 線上課程對高二學生四季成因概念學習的影響(2003) 曾永祥本研究以概念改變（conceptual change）理論為基礎，結合電腦模擬（computer simulation）教學策略，發展一套四季成因線上課程，探討高二學生在課程進行前所具有的四季成因另有概念和課程結束後的學習成效與概念改變情形，並分析學生的空間能力對其四季成因概念學習的影響，最後歸納學生對此線上課程的綜合意見，以做為未來發展地球科學相關網路教學課程的參考。研究對象為台北縣某國立高中兩班高二第一類組選修地球科學的學生，有效樣本共76人。研究工具包括四季成因線上課程、空間能力測驗、課程回饋問卷與四季概念診斷測驗、概念圖及半結構式晤談三種四季成因診斷工具。資料分析方法在量的方面採用t考驗（t-test）、卡方分析（χ2 analysis）、單因子共變數分析（ANCOVA）與線性迴歸分析（linear regression）；在質的方面採用內容分析及概念圖的歸類和評分。主要的研究結果如下： 一、高二學生在進行課程之前，對四季成因普遍具有另有概念，有些另有概念類型是文獻中未曾出現過的，可能來源是直覺經驗或教科書的誤導。 二、學生在完成課程之後，在概念圖與四季成因診斷測驗得分有顯著進步，所具有的另有概念類型也普遍減少，顯示四季成因線上課程可以幫助學生學習四季成因概念，並達到概念改變的目的。另外，學生的空間能力測驗得分會影響其概念圖後測得分，也就是學生在四季成因線上課程的學習成效，和本身空間能力有很大的關係。 三、對四季成因線上課程的學習觀感，大多數學生認為本課程的模擬動畫不僅能引起學習動機，更可以將文字難以表達的抽象概念具體呈現，並藉由操弄動畫的過程探索四季成因概念。 四、本研究的課程提供互動式的線上學習環境，提供了多元化的教學方式，讓學生主動建構四季成因概念。然而研究結果顯示，學生在缺乏教師引導的情況下，會誤解課程動畫所呈現的概念內容，造成概念的混淆。因此，如果能夠在課程進行過程加入老師的引導，可以減少學生在學習過程產生的迷思。Item 台灣地形對冬季冷鋒個案影之數值研究(2003) 林勝峯本文使用MM5 模式針對1996 年1 月7 日至9 日的冬季冷鋒個案 進行數值模擬，以探討台灣地形對冬季冷鋒之影響。該冷鋒呈東北 東—西南西走向之淺鋒面結構，在1 月7 日2200UTC 以後抵達台灣， 導致溫度驟降，形成寒潮爆發。衛星雲圖及地面的觀測均顯示該鋒面 受台灣地形阻擋，造成在東西部鋒面的強度及移動速度上出現差異。 地面觀測顯示鋒面在西岸自梧棲以南逐漸減弱並且移速減慢，東部則 較能維持原來之鋒面結構。鋒面出海後受到洋面之地表通量影響而產 生變性，使鋒後低層呈現濕冷的環境，在抵達台灣之後受地形阻擋的 抬昇作用影響，北部迎風面以及東部沿岸出現零星的降雨；而台灣西 南部在鋒面通過期間並沒有雲冪及降雨現象的發生。 中尺度模式MM5 的模擬結果顯示，通過台灣東西部之鋒面受地形 影響的機制並不相同。跨越大陸武夷山之鋒前氣流受台灣地形阻擋而 轉為北風，造成台灣在西南部及海峽上鋒前北風提前增強的現象。其 次，台灣西南部地表受日間輻射增溫的影響，使得鋒面之結構變得不 顯著且移速減慢，但海峽處之鋒面則受管道效應影響而加速南移。在 東部沿海由於冷空氣受地形阻擋而形成高壓脊，加強了花蓮沿海之非 地轉北風的強度，並造成鋒面在蘇澳以南加速南移。 以台灣地形及地表通量為變因所進行的敏感度測試中，顯示在沒有中央山脈的阻擋下，通過台灣本島之鋒面結構較為完整。並且鋒後 之風場並未出現受地形增強的現象，鋒面的移動速度則隨著鋒面南移 而減慢。而在無地表通量的模擬中，鋒面的溫度梯度並未受到暖洋面 的影響而減弱，因此在低層具有較強的壓力梯度與水平風切，顯示出 較強且淺的鋒面結構。而鋒後更穩定之環境則減弱了對流的強度並使 鋒後降水強度明顯減弱，可見地表通量在冬季冷鋒出海之後對鋒面結 構之修正扮演極為重要的角色。Item 以巢狀概念模式探究高中生之科學學習–科學認識觀、後設認知知覺、科學學習概念及其科學評量概念(2009) 李旻憲; Min-Hsien LeeThe purpose of this study was to deeply investigate students’ nested ecology regarding science learning from multidimensional perspectives (i.e., the interrelations among scientific epistemological beliefs, metacognition, conceptions of learning science, and conceptions of science assessment). To this end, this study performed the quantitative method to initially explore the interrelations among scientific epistemological beliefs, metacognitive awareness, and conceptions of learning science. Then, the qualitative method was conducted to deeply investigate the interplays among scientific epistemological beliefs, conceptions of learning science, and conceptions of science assessment and to clarify the nested ecology model. In addition, the role of metacognitive awareness on scientific epistemological beliefs and conceptions of learning science and science assessment were discussed through both quantitative and qualitative results. The quantitative part of the study was conducted with a sampling pool of 240 tenth graders. And, those students’ responses from three questionnaires were used to yield some quantitative indicators (i.e., scientific epistemological beliefs, metacognitive awareness, and conceptions of learning science) and to clarify the interplay between those variables. In general, the quantitative results revealed that students having more sophisticated scientific epistemological beliefs tended to show higher metacognitive awareness while learning science and to express more constructivist-oriented conceptions of learning science. In particular, as long as the students have more sophisticated beliefs about the justification of knowledge; they may tend to express much higher metacognitive awareness and to embrace the constructivist conceptions of learning science. For qualitative part of study, 60 representative students selected from the sampling pool were deeply interviewed about their scientific epistemological beliefs (including beliefs about the nature of knowledge and beliefs about the nature of knowing), conceptions of learning science, and conceptions of science assessment. This study found that most selected students expressed the empiricist beliefs about the nature of knowledge. Through the phenomenographic analyze of selected students’ interview responses, seven categories of conceptions of learning science (i.e., memorizing, preparing for tests, practicing the experiments, the increase of knowledge, applying, understanding, and seeing in a new way) and six categories of conceptions of science assessment (i.e., reproducing knowledge, rehearsing, revealing the learning status, improving learning, applying, and the justification of knowledge) were identified in this study. Moreover, the qualitative results seemed to reveal that, on the one hand, the selected students’ beliefs about the nature of knowing seemed to have greater power to explain students’ conceptions of learning science than their beliefs about the nature of knowledge. On the other hand, their beliefs about the nature of knowledge seemed to more relate to their conceptions of science assessment. This study also implied that students expressing more mature conceptions of learning science tended to hold more cohesive conceptions of science assessment. Furthermore, the qualitative part of this study identified three major forms of students’ nested ecology regarding learning science, that is the complete, partial, and divergent nested ecology. In particular, nearly half of 60 representative students were categorized as the complete nested ecology.Item 高中生對於核能發電爭議之非制式推理思考-兼探網路探究活動之影響(2007) 吳穎沺; Ying-Tien WuAt the 21st century, preparing learners’ ability to deal with socio-scientific issues has been recognized as an important goal for science education. In science education, previous studies regarding learners’ informal reasoning on socio-scientific issues were mainly conducted with qualitative analyses. With 68 tenth graders in Taiwan, this study initially attempted to explore students’ informal reasoning on a socio-scientific issue both qualitatively and quantitatively. In this study, “nuclear power usage” was used as the socio-scientific issue for the participants to reason. The conduct of this study was divided into two phases: the “informal reasoning exploration phase”, mainly examining the relationship between students’ informal reasoning and scientific epistemological beliefs (SEBs) as well as their cognitive structures, and the “on-line searching task phase”, mainly focusing on the effects of different on-line searching activities on students’ informal reasoning. In the first phase, the students’ SEBs were accessed by a questionnaire; the data regarding the students’ cognitive structures were collected by tape-recorded interviews; and, an open-ended questionnaire was utilized to gather the data about the participants’ informal reasoning on nuclear power usage. The findings derived from the first phase imply that learners’ informal reasoning on a socio-scientific issue is, in general, correlated with their SEBs as well as their cognitive structures regarding this issue. Moreover, it was also found that the students’ usage of the “comparing” information processing mode was the best predictor for their informal reasoning quality, while their beliefs about the nature of science knowing was the second best predictor for their informal reasoning quality. Besides, the importance of the richness of students’ cognitive structures on their informal reasoning regarding a socio-scientific issue was also highlighted. In the second phase, by using a quasi-experimental research approach, thirty-three students were assigned to a “guided searching task group”, while thirty-five students were assigned to an “unguided searching task group”. Both the students in the two groups were asked to search relevant information regarding nuclear power usage on the Internet and integrate what they had searched into a report during the period of two classes (100 minutes). However, the students in the un-guided searching task group were asked to search freely, while those in the guided searching task group were provided with a searching guideline. The results of second phase showed that the two groups of students did not show any significant difference on their searching outcomes (p>0.05), but it revealed significant effects of guided on-line searching task on students’ cognitive structure outcomes as well as on their supportive argument construction (p<0.05). However, the guided on-line searching task in this study did not significantly facilitate students’ reasoning quality. Besides, the interaction between students’ SEBs and instructional conditions on students’ searching outcomes as well as on their cognitive structure outcomes was found; also, the interaction between students’ information commitments and instructional condition on students’ cognitive structure outcomes as well as on their informal reasoning outcomes was revealed. It suggests that, when trying to improve students’ informal reasoning ability in Internet-based learning environments, science instructors should pay more attention to the role of learners’ SEBs and the information commitments in their learning outcomes. In sum, the findings in current study did provide more insights into the nature of students’ informal reasoning on a socio-scientific issue, and also showed some initial evidences on the usefulness of on-line searching activities on learners’ informal reasoning on this issue.Item 台灣周邊海域海流之數值研究(2008) 辛宜佳; Yi-Chia HsinA multiple grid-size nesting ocean model system is developed in this work to perform studies on the variations of the flow in the Taiwan Strait and the Kuroshio east of Taiwan. The transport in the Taiwan Strait is studied using the East Asian Marginal Seas (EAMS) model. Three model experiments using different wind data sets (ERA40, NCEP Reanalysis version 2, and QuikSCAT/NCEP blend wind) were performed. Model experiments suggested that the best simulation is achieved when the model is driven by the QuikSCAT/NCEP blend wind forcing. Involving the strong wintertime southward flow events in the Taiwan Strait, the annual averaged modeled transports through the Taiwan Strait is 1.09 Sv (1 Sv=106 m3/s). The result suggests that shipboard Acoustic Doppler Current Profiler (sb-ADCP) observations are biased toward estimates in summer and fair weather since bad weather during the winter northeast monsoon often prevents seagoing observations. Linear regression lines are also proposed to give simple relations between transport and wind stress for roughly evaluating the transport through a known wind stress value. The spatial and temporal variations of the Kuroshio east of Taiwan are investigated using model outputs, surface drifter trajectories, satellite-based altimetric data, and wind data. From the simulation of the EAMS model over a span of 24 years from 1982 to 2005, the variability of the Kuroshio east of Taiwan is studied in detail. Between 22 and 25°N, the mean state and variability of the Kuroshio, such as the two paths observed in the trajectories of surface drifters southeast of Taiwan and the branching of the Kuroshio northeast of Taiwan, are well reproduced by the model. Southeast of Taiwan, the Kuroshio is mostly in the top 300 m in the inshore path but extends to 600 m in the offshore path. Northeast of Taiwan, the Kuroshio follows the shelf edge in the East China Sea, but sometimes branches along a path south of the Ryukyu Islands. The latter path often meanders southward, and a significant portion of the Kuroshio transport may be diverted to this path. The Kuroshio extends from the coast to 123°E ~ 123.5°E between 22°N ~ 25°N with currents reaching a depth of 1000 m at some latitudes. The Kuroshio transports averaged over five sections east of Taiwan are 28.4 ± 5.0 Sv and 32.7 ± 4.4 Sv with and without the contribution from the countercurrent, respectively. Using satellite data and the Seas Around Taiwan (SAT) model simulation, the intra-seasonal variation of the Kuroshio southeast of Taiwan is further studied. Superimposed with the main stream of the Kuroshio, two intra-seasonal signals longer than 2 weeks are revealed in the study region, 20 ~ 30 days and 40 ~ 90 days. The variation of 20 ~ 30 days is only significant between Taiwan and the Lan-Yu Island. Amechanism is proposed to describe how the wind stress curl in the northeastern South China Sea modulates the circulation southeast of Taiwan on this timescale. The fluctuation with a longer period of 40 ~ 90 days is resulted from the westward propagating eddies.Item 聖嬰與沿熱帶風暴路徑之擾動能量診斷(2008) 徐邦琪; Pang-chi Hsu摘要 本研究利用三維擾動能量診斷及高解析度ECHAM4.6 T106數值模式研究聖嬰、西北太平洋大尺度環流場和熱帶風暴間的交互作用。研究結果發現，當七至九月Niño3.4區域的海溫增暖時（暖聖嬰年），伴隨季風槽與低層西風之增強和向東南延伸，西北太平洋熱帶風暴之生成區域亦向東南發展。低層之擾動正壓能量轉換和高層之擾動斜壓能量轉換均增強，此兩能量轉換之正距平自130°-150°E菲律賓海向換日線延伸。而西北太平洋地區正壓和斜壓能量轉換的增強，主要與熱帶中東太平洋海溫正距平引發之氣旋式距平、向東延伸的西風噴流和上升運動有關。大尺度環流場的變異、擾動正壓和斜壓能量轉換的增強共同有利於熱帶風暴生成區向東南的發展。 暖年時，西北太平洋之副熱帶和中緯度地區為反氣旋式距平及下沈運動盤據，此大尺度環流之配置並不利於擾動正壓能量轉換。當西北太平洋地區之熱帶風暴移行至20°N以北時，支持熱帶風暴持續發展和增強之能量來源為較強的擾動斜壓能量轉換。而斜壓能量轉換將擾動可用位能轉至擾動動能後，損失的擾動可用位能可經由擾動本身之非絕熱加熱效應產生，或經由擾動熱能垂直傳輸，將平均可用位能轉換至擾動可用位能。而後者之能量轉換機制在二維之擾動可用位能診斷中無法顯現。綜合擾動能量診斷之結果可知，暖年時，大尺度環流場及對應之擾動正壓能量轉換有利於熱帶風暴生成區向東南發展，而熱帶瞬變擾動（包含熱帶風暴）可經由擾動本身非絕熱加熱及斜壓過程，得以自我發展並增強。 為進一步釐清與聖嬰有關的海溫變異、大尺度環流場和擾動能量過程三者間之主動和被動關係，本研究採用高解析度ECHAM4.6 T106進行三組數值實驗。控制實驗以全球觀測海溫驅動ECHAM4，此模式成功模擬140°E 以東之大尺度環流場以及熱帶風暴生成、頻率的年際變化。數值實驗的結果顯示，赤道中東太平洋海溫的增暖於大尺度環流場及熱帶風暴年際變化上扮演一主動角色，其於西北太平洋上產生氣旋式環流和強西風距平，有利擾動正壓及斜壓能量轉換增強，支持瞬變擾動（包含熱帶風暴）生成及發展。 然而，赤道西太平洋之冷卻效應則會使得由中東太平洋暖海溫引發之低層氣旋式環流和西風噴流之強度減弱。 ECHAM4 T106對熱帶風暴強度的模擬明顯低估，此誤差可能來自其解析度的不足，而限制了模式中瞬變擾動（包含熱帶風暴）的自我成長過程，並進而降低模式裡瞬變擾動與大尺度環流場之間的交互作用。提高模式的解析度和/或採用海氣耦合模式可能有助改進模式內擾動場之非絕熱釋放過程，以及擾動非絕熱加熱對熱帶風暴強度、路徑和大尺度環流場影響之模擬。