科學教育研究所
Permanent URI for this communityhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/61
本所於民國75年秋奉教育部核准設立，經當時理學院吳院長京一、與數學系、物理系、化學系、生物系、地球科學系等系主任，以及本校科學教育學者之籌備和規劃，分別於75年成立博士班，於76學年度招收第1屆博士班學生，83年成立碩士班，於84學年度起正式招收第1屆碩士班學生，87年成立教學碩士班，於88學年度招收第1屆教學碩士班學生。
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Item 3-D geocellular oil-resource determination in south Texas Frio fluvial-deltaic reservoirs(1997-10-17) Holtz, M. H.; Yeh, J.; Chang, C. Y.Increased accuracy and possible variability of calculated original oil in place can be achieved by combining information acquired from both geologic and engineering reservoir characteristics into a comprehensive model. Three-dimensional (3-D) geocellular computer modeling facilitates this integration. Such an approach allows geologic architecture and engineering fluid-flow trends to be combined in order to delineate the spatial geometry of individual reservoir genetic units. Information from both disciplines can be used to determine the spatial distribution of petrophysical attributes within these genetic units, resulting in increased accuracy in calculating original-oil-in-place (OOIP) volumetrics. In order to determine original and remaining OOIP in South Texas Frio Fluvial reservoirs, 3-D geocellular computer modeling was applied. We found that fourth- and fifth-order flooding surfaces define reservoir architecture by constraining depositional units and delineating the spatial distribution of gross sandstone depositional facies. Depositional facies information was then combined with both conventional and special core analyses to generate porosity, permeability, water saturation, and residual-oil saturation transforms. Fluid-flow trends, including water:oil and gas:oil ratios, were analyzed to determine the connectivity within each fifth-order genetic unit. The 3-D geometry of each genetic unit was modeled as distinct bounding surfaces to constrain petrophysical property interpolation, and various controls on petrophysical interpolation were applied to test their sensitivity. Proportional geocellular layering character resulted in a 20-percent increase in OOIP, as compared with onlapping cells against bounding surfaces. A 6-percent variation in OOIP resulted when we combined onlap with directional interpolation bias as opposed to template weighting.Item 3D Compound Virtual Field Trip System and its Comparisons with an Actual Field Trip(2009-07-17) Chang, C. Y.; Lin, M. C.; Hsiao, C. H.This article delineates an online 3D compound virtual field trip (3D-CVFT) system developed by us and compares the 3D-CVFT with an actual field trip. Some possible educational implications in terms of the use of virtual reality technology as an alternative to the geological field trip are also discussed.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 Adaptive presentation for effective web-based learning of 3D content(2004-09-01) Wang, H. C.; Li, T. Y.; Chang, C. Y.In this paper we focus on incorporating adaptive presentation and 3D visualization into Web-based learning environments to enhance learners' learning outcomes, especially to facilitate learners' spatial reasoning on geometric topics in computer graphics. This system is called CooTutor (coordinate tutor). According to educational media studies, "Media and Method" are the main concerns of developing such a system. In CooTutor, interactive 3D media is used to present spatial relations effectively to the learners. Instructional methods and strategies are embedded in its adaptive mechanism by incorporating ITS (intelligent tutoring systems) techniques. Since geometric transformation is the example domain of our study, learners' spatial ability is considered as an index for adapting the presentation. To achieve better abstraction and flexibility, we have chosen to separate the concept sequencing from the underlying learning materials. We believe that Web-based learning could take more advantages of available computing power to enhance learning by realizing innovative instructional design, as in the case of 3D interactive presentation.Item Agent-based dynamic support for learning from collaborative brainstorming in scientific inquiry(Springer US, 2011-09-01) Wang, H. C.; Ros�, C. P.; Chang, C. Y.This paper seeks to contribute new insight to the process of learning during idea generation (i.e., brainstorming) by proposing and evaluating two alternative operationalizations for learning, which we refer to as connection-based learning and multi-perspective learning, during a carefully designed idea-generation task in the earth-sciences domain. Specifically, this paper presents two controlled experiments. In the first study we manipulate two independent factors, first whether students work individually or in pairs, and second whether students work with the VIBRANT agent or not. The second study includes one additional hybrid agent condition motivated by results from the first study as well as other enhancements to the VIBRANT agent’s discussion-analysis technology. Our finding is that while brainstorming in pairs leads to short-term process losses in terms of idea-generation productivity, with a corresponding reduction in connection-based learning, it produces a gain in multi-perspective learning. Furthermore, automatically generated feedback from VIBRANT improves connection-based learning. In the second study, support from an enhanced version of VIBRANT showed evidence of mitigating the process losses that were associated with reduced learning in the pairs condition of the first study.Item The analysis of an open online discussion forum in science(2004-06-26) Chen, H. Y.; Chang, C. Y.This paper proposes a methodology for the analysis of an online discussion forum on the subject of physics. Based on Henri's (1992) analytical model, the framework for content analysis of computer-mediated communication was employed to analyze the online discourse. The methodology was used to compare messages from the three selected topics using an instructional technique called "request-answer button". The frame work was developed to five dimensions of learning process in messages: (1) participation, (2) interaction, (3) social, (4) cognitive, and (5) metacognitive dimensions. The results showed that those participants demonstrating a greater interest contributed more to the discussions than those participants showing lesser interest in each topic. Moreover, the discussions' development patterns differed according to the degree of difficulty for each topic.Item An analysis on teacher perspectives about the constructivist instruction(2006-04-06) Yang, F. Y.; Chang, C. Y.; Hsu, Y. S.Item An animation-based approach to clarify the meanings of questions in a technology-enhanced science learning environment preference questinnaire(2012-03-28) Chien, Y. T.; Chang, C. Y.Based on our previous work on investigating students’ preferences towards science learning environments, we found that students encountered great difficulties in understanding the meaning of questions which described how educational technologies would be used in a classroom setting. Therefore, this study used animations as visual aids to assist students in clarifying the meanings of questions in a technology-enhanced science learning environment preference questionnaire. The purpose of this study was to explore the impact of animation-based items on students’ responses and its association with students’ visual images. The results revealed that students’ responses to the Animation-Based Questionnaire (ABQ) were significantly different from their responses to the Text-Based Questionnaire (TBQ). Moreover, we found that the vividness of students’ visual images is a significant predictor in explaining the students’ response changes between ABQ and TBQ (p = .005). It suggests that the clearer the students’ visual images stimulated from the description of a survey question in TBQ, the more likely the students will change their responses more prominently to that question on ABQ. This finding confirms that students interpret a survey question not only based the verbal representations they form from the question descriptions but also visual images. The questionnaire design should more cautiously take this individual difference into accountItem The application of the 3D virtual reality on field trip: Taking the Example of Hsiaoyukeng(2008-04-02) Lin, M. C.; Chang, C. Y.The 3D Compound Virtual Field Trip (3D-CVFT) system was built by combining the Graphic- based VR and the Image-based VR. Students can make preparations for the trip on the 3D- CVFT before actual Hsiaoyukeng field trip, a post-volcanic activity area, and learn the particular knowledge about there. Then, we go to actual Hsiaoyukeng field trip to feel the sulfureous smell and finish some manual tasks. For theaters, the 3D-CVFT system is not only preparation but assessment. Students maybe asked to present their finding and the group home work on the 3D-CVFT system as a platform.Item Applications of the 3DVR Learning Environment for Field Trip(2011-09-09) Lin, M. C.; Chang, C. Y.Item Are you SLiM from a biological perspective? -- Evaluating scientific literacy in media regarding biological terms(2010-07-17) Chang Rundgren, S. N.; Rundgren, C. J.; Chang, C. Y.Item Are you SLiM? – Developing an instrument for civic scientific literacy measurement (SLiM) based on media coverage(SAGE Publications, 2012-08-01) Rundgren, C. J.; Chang Rundgren, S. N.; Tseng, Y. H.; Lin Pei-Ling; Chang, C. Y.The purpose of this study is to develop an instrument to assess civic scientific literacy measurement (SLiM), based on media coverage. A total of 50 multiple-choice items were developed based on the most common scientific terms appearing in media within Taiwan. These questions covered the subjects of biology (45.26%, 22 items), earth science (37.90%, 19 items), physics (11.58%, 6 items) and chemistry (5.26%, 3 items). A total of 1034 students from three distinct groups (7th graders, 10th graders, and undergraduates) were invited to participate in this study. The reliability of this instrument was 0.86 (KR 20). The average difficulty of the SLiM ranged from 0.19 to 0.91, and the discrimination power was 0.1 to 0.59. According to participants’ performances on SLiM, it was revealed that 10th graders (Mean = 37.34±0.23) performed better than both undergraduates (Mean = 33.00±0.33) and 7th graders (Mean = 26.73±0.45) with significant differences in their SLiM.Item Assessing creative problem solving with automated text grading(2008-02-23) Wang, H. C.; Chang, C. Y.Item Assessing creative problem solving with automated text grading(Elsevier, 2008-12-01) Wang, H. C.; Chang, C. Y.; Li, T. Y.The work aims to improve the assessment of creative problem-solving in science education by employing language technologies and computational–statistical machine learning methods to grade students’ natural language responses automatically. To evaluate constructs like creative problem-solving with validity, open-ended questions that elicit students’ constructed responses are beneficial. But the high cost required in manually grading constructed responses could become an obstacle in applying open-ended questions. In this study, automated grading schemes have been developed and evaluated in the context of secondary Earth science education. Empirical evaluations revealed that the automated grading schemes may reliably identify domain concepts embedded in students’ natural language responses with satisfactory inter-coder agreement against human coding in two sub-tasks of the test (Cohen’s Kappa = .65–.72). And when a single holistic score was computed for each student, machine-generated scores achieved high inter-rater reliability against human grading (Pearson’s r = .92). The reliable performance in automatic concept identification and numeric grading demonstrates the potential of using automated grading to support the use of open-ended questions in science assessments and enable new technologies for science learning.Item Assessing tenth-grade students' problem solving ability online in the area of earth sciences(Elsevier, 2007-07-01) Chang, C. Y.; Barufaldi, J. P.; Lin, M. C.; Chen, Y. C.This study examined tenth-grade students' (n=263) problem solving ability (PSA) online through assessing students' domain-specific knowledge (DSK) and reasoning skills (RS) in Earth sciences as well as their attitudes toward (AT) Earth sciences related topics in a secondary school of Taiwan. The students' PSA was evaluated based on a previous model (Chang, C. Y. (2004, November 26-27). Trends in assessing student earth science problem solving ability: the importance of domain-specific knowledge and reasoning skills in earth sciences. Paper presented at the Seoul Conference for International Earth Science Olympiad (IESO), Seoul, Korea; Chang, C. Y., & Barufaldi, J. P. (submitted). Does problem solving=prior knowledge+reasoning skills in science? An exploratory study. Journal of Experimental Education; Chang, C. Y., & Weng, Y. H. (2002). An exploratory study on students' problem-solving ability in earth science. International Journal of Science Education, 24(5), 441-452) which empirically established that students' PSA is a composite of DSK, RS and AT subscales. Major findings are as follows: (a) The correlation coefficient among students' DSK, RS and AT was relatively small, indicating that these subscales might have successfully represented different constructs of students' PSA; (b) a significantly positive correlation existed between students' PSA total scores and each subscale. It is, therefore, suggested that students' PSA may be potentially assessed online by measuring their essential components in the area of Earth sciences.Item Association of catechol-O-methyltransferase (COMT) polymorphism and academic achievement in a Chinese cohort(Elsevier, 2009-12-01) Yeh, T. K.; Chang, C. Y.; Hu, C. Y.; Yeh, T. G.; Lin, M. Y.Catechol-O-methyltransferase (COMT) is a methylation enzyme that catalyzes the degradation pathway and inactivation of dopamine. It is accepted widely as being involved in the modulation of dopaminergic physiology and prefrontal cortex (PFC) function. The COMT Val158Met polymorphism is associated with variation in COMT activity. COMT 158Met allele may be advantageous for PFC-related cognitive abilities; however, it is also associated with increased anxiety, depression, and emotional vulnerability in response to stress or educational adversity. We hypothesized that the COMT polymorphism might be associated with academic performance. In this study, 779 Taiwanese tenth-grade volunteers were recruited. Scores from the Basic Competency Test (BCT), an annual national competitive entrance examination, were used to evaluate academic performance. The results indicated that students bearing homozygous for the Met allele tended to perform more poorly in all BCT subtests as compared to the other groups. In particular, the former performed significantly more poorly in the science and social science subtests. These findings provide evidence that affective factors might overwhelm cognitive abilities in high-stake tests like the BCT.Item Association of catechol-O-methyltransferase (COMT) polymorphism and cognition, BMI, blood pressure, and uric acid in a Chinese cohort(2010-09-04) Yeh, T. K.; Chang, C. Y.; Hu, C.Y.; Lin, P. J.; Yeh, T. C.The catechol-O-methyltransferase (COMT) is an intracellular methylation enzyme that catalyzes degradation pathway and inactivates the function of catecholamines and estrogens, both of which are of known importance for cardiovascular risk factors such as obesity and hypertension. A single nucleotide polymorphism (SNP), a G to A transition in exon 4 of the COMT gene resulting in a valine to methionine substitution at residue 158, has been found to be associated with differential COMT activity. We hypothesized that this polymorphism might play a possible contribution for diversity physiology due to the COMT widespread over the organs and tissues. Totally, 711 volunteers, aged 16–17 years old, all physically healthy Han Chinese descendants were recruited. Subjects underwent extensive anthropometric, clinical and biochemical assessment. The result reveals that subjects with Met/Met homozygous displayed higher BMI, diastolic pressure, and uric acid significantly. This finding may suggest a possible risk factor of COMT in obesity, hypertension, and hyperuricemia.Item Association of polymorphisms in BDNF, MTHFR, and genes involved in the dopaminergic pathway with memory in a healthy Chinese population(Elsevier, 2012-11-01) Yeh, T. K.; Hu, C. Y.; Yeh, T. C.; Lin, P. J.; Wu, C. H.; Lee, P. L.; Chang, C. Y.The contribution of genetic factors to the memory is widely acknowledged. Research suggests that these factors include genes involved in the dopaminergic pathway, as well as the genes for brain-derived neurotrophic factor (BDNF) and methylenetetrahydrofolate reductase (MTHFR). The activity of the products of these genes is affected by single nucleotide polymorphisms (SNPs) within the genes. This study investigates the association between memory and SNPs in genes involved in the dopaminergic pathway, as well as in the BDNF and MTHFR genes, in a sample of healthy individuals. The sample includes 134 Taiwanese undergraduate volunteers of similar cognitive ability. The Chinese versions of the Wechsler Memory Scale (WMS-III) and Wechsler Adult Intelligence Scale (WAIS-III) were employed. Our findings indicate that the BDNF Met66Val polymorphism and dopamine receptor D3 (DRD3) Ser9Gly polymorphism are associated significantly with long-term auditory memory. Further analysis detects no significant associations in the other polymorphisms and indices. Future replicated studies with larger sample sizes, and studies that consider different ethnic groups, are encouraged.Item Association of polymorphisms in genes involved in the dopaminergic pathway with blood pressure and plasma uric acid levels in Chinese females(Springer Verlag (Germany), 2010-12-01) Yeh, T. K.; Yeh, T. C.; Weng, C. F.; Shih, B. F.; Tsao, H. J.; Hsiao, C.H.; Chuang, F. T.; Hu, C. Y.; Chang, C. Y.Since the high degree of heritability of physiological traits was demonstrated by twin and adoption studies, contemporary researchers in the fields of clinical medicine, behavioral science, and genetics have acknowledged the crucial role of genetic factors in human physiology. The study described herein explores the association between physiological parameters and the dopaminergic system using molecular genetic techniques. A total of 558 Taiwanese female volunteers, ranging from 16 to 17 years, were recruited. Single nucleotide polymorphisms in genes involved in the dopaminergic pathway were selected for analysis. Systolic blood pressure and diastolic blood pressure were associated significantly with the catechol-O-methyltransferase (COMT) Val158Met polymorphism and the dopamine β-hydroxylase (DBH) C1021T polymorphism. Furthermore, plasma uric acid was associated significantly with the COMT Val158Met polymorphism. Our study suggests the possible involvement of genetic polymorphisms in COMT and DBH in the regulation of blood pressure and plasma uric acid.Item Attitudes toward peer assessment: Perspectives from college students and inservice teachers(2003-12-05) Wen, M. L.; Tsai, C. C.; Chang, C. Y.