教師著作
Permanent URI for this collectionhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/37077
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Item Action research in a high school initiated partnership: Catalysts for teacher development and school change(2010-01-22) Tsao, H. J.; Lin, K. H.; Cheng, C. T.; Tsai, P. H.; Huang, Y. K.; Chang, Y. H.; Chang, C. Y.Item Catalysts for school change in a high school-led curriculum reform partnership(2011-09-09) Chang, Y. H.; Chang, C. Y.; Chen, T. Y. P.Item College science students' perception gaps in preferred-actual learning environment in a reform introductory earth science course in Taiwan(Taylor & Francis (Routledge), 2010-01-01) Chang, C. Y.; Chang, Y. H.This study used an instrument to examine undergraduate students' preferred and actual learning environment perceptions in an introductory earth science course. The results show that science students expect to learn in a learning environment combining teacher-centred and student-centred approaches. However, an expectation incongruence was found in that the instruction did not match with the students' preference on student-centred learning environment in this course. The results carry important implications in the interpretation of students' classroom behaviours and their school culture background. It is noted that students and teachers perceive differently whether the classroom environment is constructed as being student-centred.Item Does high school + university = scientific literacy?(2011-07-02) Chang, C. Y.; Chang, Y. H.Item Earth Science Faculty's Collaborative Pedagogical Practice and Professional Image in an Introductory Earth Science Teacher Education Course(2009-04-21) Chang, Y. H.; Chang, C. Y.Item Enhancing the capacities of natural hazard mitigation: A study on a typhoon curriculum module in high school earth science(Springer Netherlands, 2010-11-01) Chang, C. Y.; Chang, Y. H.This study is part of the hazards mitigation education program “research on teaching resources development and curriculum promotion on natural hazards mitigation at high school level.” This study demonstrated the implementation of a newly developed earth science curriculum module of typhoon hazards mitigation in a 10th grade high school classroom in Taiwan. The curriculum module design is a response to the calls for better natural hazards mitigation education in the school systems in Taiwan. Findings show that the curriculum module has resulted in the positive learning outcomes in both students’ learning achievement and attitude toward typhoon hazards mitigation. Findings also suggest that group discussion activities could enhance students’ thinking and experience sharing on the perceptions about typhoon hazards preparedness and mitigation. This study suggests that the hazards mitigation curriculum module to be added as a topic in the national high school curriculum guidelines.Item Evaluation of a school-based science curriculum development initiative: The Sci-Tech Mind and Humane Heart Project(2010-01-22) Chang, C. Y.; Chen, C.-L.D.; Chang, Y. H.Item Exploring secondary science teachers' perceptions on the goals of earth science education in Taiwan(Taylor & Francis (Routledge), 2009-01-01) Chang, C. Y.; Chang, Y. H.; Yang, F. Y.The educational reform movement since the 1990s has led the secondary earth science curriculum in Taiwan into a stage of reshaping. The present study investigated secondary earth science teachers' perceptions on the Goals of Earth Science Education (GESE). The GESE should express the statements of philosophy and purpose toward which educators direct their attention, and provide the visions or broad aims that earth science education is designed to achieve. Based on this rationale, the purpose of this study was to explore teachers' perceptions on the GESE at secondary school level (Grades 7–12) in Taiwan. A national survey of 1,000 earth science teachers was conducted in May 2004, with a response rate of 70.2%. The results revealed that ‘Students acquire basic earth science concepts’ is the most important GESE both in teachers' preferred goal and their actual teaching practice in the secondary earth science education; that there is a major gap between teachers' preferred and actual GESE in terms of ‘Preparing students for the entrance examinations’; and that the differences between teachers' preferred and actual GESE are contingent on the teachers' age, the school size, and the teacher education background of teachers.Item Exploring students' preferences in inquiry-based learning and the possible factors that influence students' learning outcomes and in a reformed science classes(2013-07-14) Chen, C. L. D.; Lin, W. Y.; Lo, W. C.; Chang, Y. H.; Wang, C. Y.; Lu, C. H.; Chang, C. Y.Item Exploring the relationship between teacher beliefs, confidence, and practice in a curriculum reform program(2012-12-15) Chang, Y. H.; Tutwiler, M. S.; Chang, C. Y.Item High-Scope Curriculum Program in Taiwan(2011-11-18) Chang, C. Y.; Liu, Y. L.; Chien, K. K.; Chang, Y. H.Item The impact of congruency between preferred and actual learning environments on tenth graders' science literacy in Taiwan(Springer Netherlands, 2010-08-01) Chang, C. Y.; Yeh, T. K.; Lin, C. Y.; Chang, Y. H.; Chen, C. L. D.This study explored the effects of congruency between preferred and actual learning environment (PLE & ALE) perceptions on students’ science literacy in terms of science concepts, attitudes toward science, and the understanding of the nature of science in an innovative curriculum of High Scope Project, namely Sci-Tech Mind and Humane Heart (STMHH). A pre-/post-treatment experiment was conducted with 34 Taiwanese tenth graders involved in this study. Participating students’ preferred learning environment perception and pre-instruction scientific literacy were evaluated before the STMHH curriculum. Their perceptions toward the actual STMHH learning environment and post-instruction scientific literacy were also examined after the STMHH. Students were categorized into two groups; “preferred alignment with actual learning environment” (PAA) and “preferred discordant with actual learning environment” (PDA), according to their PLEI and ALEI scores. The results of this study revealed that most of the students in this study preferred learning in a classroom environment where student-centered and teacher-centered learning environments coexisted. Furthermore, the ANCOVA analysis showed marginally statistically significant difference between groups in terms of students’ post-test scores on scientific literacy with the students’ pre-test scores as the covariate. As a pilot study with a small sample size aiming to probe the research direction of this problem, the result of marginally statistically significant and approaching large sized effect magnitude is likely to implicate that the congruency between preferred and actual learning environments on students’ scientific literacy is noteworthy. Future study of this nature appears to merit further replications and investigations.Item Initiating a new model to prepare teachers in Mobile‐AssisteD‐teaching (MAD‐teaching)(2012-12-15) Chang, C. Y.; Chien, Y. T.; Lin, M. C.; Chang, Y. H.; Chen, C. L.Item Innovative information and communication technology systems to facilitate student learning: A smart university classroom in Taiwan(2011-04-06) Chen, C. L. D.; Chang, Y. H.; Chang, C. Y.Item MAGDAIRE: A model to foster pre-service teachers' ability in integrating ICT and teaching in Taiwan(ASCILITE, 2012-01-01) Chang, C. Y.; Chien, Y. T.; Chang, Y. H.; Lin, C. Y.This report describes our efforts in fostering Taiwanese pre-service teachers' ability to integrate information and communication technology (ICT) and teaching. The current state of science teacher education and ICT policies in Taiwan are documented briefly. The course model, MAGDAIRE (abbreviated from Modeled Analysis, Guided Development, Articulated Implementation, and Reflected Evaluation) is then introduced to counterbalance the insufficiency of the current teacher education courses in Taiwan. The model is subsequently employed to enhance a science teacher education course at National Taiwan Normal University (NTNU). The study conducted along with the course indicates that MAGDAIRE can significantly improve pre-service teachers' ICT knowledge and skills. Moreover, MAGDAIRE can significantly enhance pre-service teachers' sensitivity to the complex interactions between ICT, pedagogy, and subject matter. Some recommendations for employing the proposed model to enhance teacher education courses are discussed.Item New technology to meet students' learning needs: A future smart university classroom in Taiwan(2011-07-02) Chen, C. L. D.; Chang, Y. H.; Chang, C. Y.Item Research trends of pedagogical content knowledge: An automatic content analysis(2012-11-30) Chang, Y. H.; Tseng, Y. H.; Chang, C. Y.; Chen, C. L. D.Item Science learning outcomes in alignment with learning environment preferences(Springer Netherlands, 2011-04-01) Chang, C. Y.; Hsiao, C. H.; Chang, Y. H.This study investigated students’ learning environment preferences and compared the relative effectiveness of instructional approaches on students’ learning outcomes in achievement and attitude among 10th grade earth science classes in Taiwan. Data collection instruments include the Earth Science Classroom Learning Environment Inventory and Earth Science Learning Outcomes Inventory. The results showed that most students preferred learning in a classroom environment where student-centered and teacher-centered instructional approaches coexisted over a teacher-centered learning environment. A multivariate analysis of covariance also revealed that the STBIM students’ cognitive achievement and attitude toward earth science were enhanced when the learning environment was congruent with their learning environment preference.Item Teachers' teaching practice and the relationships with teaching beliefs and confidence in science courses(2013-07-14) Chang, Y. H.; Tutwiler, M. S.; Chen, T. Y.; Chang, C. Y.Item Technology for pedagogy in smart classroom: A qualitative case study in an undergraduate earth science course(2009-09-04) Chang, Y. H.; Chang, C. Y.; Chen, C. -L. D.