科學教育研究所
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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 Initiating change in students' achievement and alternative frameworks through a problem solving based instructional model.(1997-03-24) Chang, C. Y.; Barufaldi, J. P.The purpose of this study was to investigate the effects of a problem solving based instructional model on earth science students' achievement and alternative frameworks. Students' opinions toward the instructional method were also investigated. The investigations employed a pretest/posttest control group design to detect any significant change. The 172 participants enrolled in four earth science classes received six weeks of the problem-solving based instruction. Selected items from the Taiwan Entrance Examinations for Senior High School were used to measure achievement in Earth Science content. An instrument with open-ended questions was used to examine conceptual change while a 10-item Likert-type questionnaire was used to explore student opinions toward the instruction. Results of an analysis of covariance on achievement posttest scores revealed that the problem solving based instructional model did significantly improve the achievement of students, especially at the application level. A chi-square analysis on students' alternative frameworks measure indicated that students taught using the problem solving based instructional model experienced significant conceptual changes. Contains 33 references. (Author/JRH)Item Recognition of compartmentalization and reserve-growth potential in a structurally and stratigraphically complex reservoir: Example from Barrancas Norte Field, Cuyana Basin, Argentina(1997-10-08) Holtz, M. H.; Yeh, J.; Chang, C. Y.; Fonseca, C.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 Inquiry teaching and its effects on secondary-school students' learning of earth science concepts(The National Association of Geoscience Teachers (NAGT), 1998-01-01) Mao, S. L.; Chang, C. Y.; Barufaldi, J. P.Item Impacts of an inquiry teaching method on earth science students' learning outcomes and attitudes at the secondary school level(行政院國家科學委員會, 1998-01-01) Mao, S. L.; Chang, C. Y.This paper summarizes two companion studies that were designed to investigate the impacts of an inquiry teaching method on Earth science students' achievement and attitudes towards Earth science in secondary schools. Subjects were 557 students (9th grade) enrolled in 14 Earth science classes. Two Earth science units, including topics of astronomy and meteorology, were developed and taught using the inquiry-oriented instructional model. The experiment group (n=284) received inquiry-oriented instruction while the control group (n=237) received a more traditional approach over an eight-week period. The dependent variables were measured through the use of: (1) the Earth Science Achievement Test to assess Earth science students' achievement; and (2) the Attitudes toward Earth Science Inventory to measure students' attitudes toward Earth science. Quantitative data were collected on students' pre- and post-treatment achievement and attitudes toward Earth science measures. Analysis of covariance revealed that: (1) the inquiry-oriented instructional method produced significantly greater achievement among ninth grade Earth science students than the conventional teaching approach on both astronomy content (F=9.45, p<0.01) and meteorology content (F=8.41, p<0.01); and (2) students in the experimental group developed significantly more positive attitudes toward Earth science than did those in the control group (F=9.07, p<0.01). In light of these two studies, it is therefore suggested that students can learn Earth science through the inquiry approach. In addition, these findings support the notion that effective instruction of Earth science, such as inquiry-oriented instruction, should be proposed and implemented in secondary schools. The author's abstract in Chinese is included at the end of the document. (Contains 34 references.) (Author/CCM)Item The effects of an inquiry-based instructional method on Earth science students' achievement.(1998-04-22) Chang, C. Y.; Mao, S. L.This study examined the effects of an inquiry-based instructional method on secondary school students' earth science achievement. Students chosen to participate in this study included 232 earth science students enrolled in six earth science classes. A quasi-experimental non-equivalent control group design was employed in finding any significant gains in student achievement. The experimental group (n=116) received two weeks of the inquiry-based instruction while the control group (n=116) received the traditional lecture-type instruction. Selected items from Taiwan Indicators of Educational Progress in Science Process Skills and Taiwan Entrance Examinations for Senior High School were used to measure students' achievement. The data were analyzed employing an analysis of covariance (ANCOVA) on posttest scores with pretest as the covariate. The results indicated that students taught using the inquiry-based instructional method did significantly score higher than those who were taught by the traditional teaching approach (F=6.75, p<0.05). In addition, there was also a significant improvement in the achievement test especially at the comprehensive (F =3.94, p<0.05) and integrated level test items (F=6.47, p<0.05).Item 問題解決為基礎之電腦輔助教材發展研究---中等學校地球科學 (I)(行政院國家科學委員會, 1998-07-31) 張俊彥本研究計劃的主要目的為：（一）將今年度研究開發所得的地球科學電腦輔助教材，在一所高中進行實驗性教學研究(Pilot Study)，來探究其在學生學習成就與態度上的影響。實驗性教學研究將同時採用質與量的研究方法：量的方面將採用「問卷調查法」與「靜態組比較」之研究設計，質的方面將採用「半結構式晤談」之研究方法，來深究學生對此電腦輔助教材的觀感；（二）經由上述實驗性教學研究所得回饋，修正改良此「問題解決」策略為基礎的地球科學電腦輔助教材；同時發展出與本研究有關之地球科學單元的測驗工具，以便作為學生學習成就與態度之評量工具；（三）根據「問題解決」教學策略，繼續設計發展其他兩個單元的地球科學電腦輔助教學教材（預定內容為「造山運動與地震」及「燦爛星空」兩單元）；（四）第二年的計劃為正式教學研究(Main Study)，將採用準實驗研究法中「不相等控制組」之實驗設計。測驗工具採用第一年研究發展出的評量工具作為成效指標。實驗性教學研究將著重於比較：接受此「問題解決」策略為基礎的電腦輔助教材教學的學生，與未接受此份教材教學的學生，他們在學習成就與態度上的差異。最後希望藉由此研究結果，對目前中等學校在地球科學電腦輔助教材、教學及未來研究上，提出建議及改進方針。Item 中等學校地球科學「問題解決活動」之實驗教學研究 (I)(行政院國家科學委員會, 1998-07-31) 毛松霖; 張俊彥本研究計畫的重點及主要目的為：（一）根據「創造式問題解決」的教學模型，設計八個有關地球科學的教學單元，且以試教實驗教學研究方式運用在中等學校地球科學課堂上，來幫助修正改良此「創造式問題解決」的教學策略；使其更適用於目前的國內中等學校地球科學課。（二）經由深入的文獻探討、並由試教實驗教學所得回饋、及國內外現有測量工具，設計並發展出有關評量「問題解決」的三種工具，其中包括：(1)高層次思考能力量表－參考Bloom's Taxonomy所分類的應用、分析、評鑑等階層；同時根據Biggs & Collis研究所得的SOLO Taxonomy評量方法，來評量學生在高層次思考能力的測驗工具；(2)科學過程技能量表－包含問題覺知、觀察、解釋資料、及形成假設等科學過程能力的評量工具；(3)對科學的能度之量表，以便作為地球科學學生在有關「問題解決」方面的指標及評量工具。（三）將研究所得改良式「創造式問題解決」的教學策略，同時配合研究發展所得有關「問題解決」的評量工具；運用準實驗研究法的「不相等控制組」之實驗設計來驗證其成效。研究結果不但可提供中等學校，在改進地球科學教材及教法上一些重要訊息；同時幫助科學教育研究者及科學教師在「問題解決」的領域中，有更深層的瞭解及學習如何實際在課堂上應用「問題解決」的教學策略。同時希望藉由此研究結果，作為未來設計遠距教學及用於資訊網路上互動「問題解決」教學各方面的基礎。Item Project WILD impacts on urban children(1998-09-08) Hua, H. P.; Huntsberger, J.; Chang, C. Y.Item The use of a problem-solving-based instructional model in initiating change in students' achievement and alternative frameworks(Taylor & Francis (Routledge), 1999-01-01) Chang, C. Y.; Barufaldi, J. P.This study examined the effects of a problem-solving-based instructional model on Earth science students' achievement and alternative frameworks. The investigations employed a pre-test/post-test control group design to detect any significant change. The 172 participants enrolled in four Earth science classes received six weeks of the problem-solving-based instruction. Selected items from Taiwan Entrance Examinations for Senior High School were used to measure students' achievement in Earth science content. An open-ended question instrument was developed by the researchers to examine students' conceptual change. Results of an analysis of covariance on achievement post-test scores revealed that the problem-solving-based instructional model did significantly improve the achievement of students (p < 0.05), especially at the application level p < 0.05. A chi-square analysis on students' alternative frameworks measure indicated that students who were taught using the problem-solving-based instructional model did experience significant conceptual changes than did students who experienced the traditional-lecture type teaching method (p < 0.001).Item Earth science student attitudes toward a constructivist teaching approach in Taiwan(The National Association of Geoscience Teachers (NAGT), 1999-01-01) Chang, C. Y.; Hua, H. P.; Barufaldi, J. P.The notion of constructivism is serving as the underpinning for many of the current reforms in science education and has been one of the most influential themes in science education for the past 20 years. This study was designed to investigate the attitudes of earth-science students toward a constructivist teaching approach. Eighty-six ninth-grade students enrolled in two earth-science classes were chosen to participate in the study. A five point Likert-style questionnaire with ten items was administered to the participants to explore their opinions of this teaching method during a six-week intervention. Results of the affective-domain survey strongly suggest that the students held no particular attitudes toward this learning style; yet, they all expressed their understanding of the advantages of the constructivist teaching method in terms of helping them develop science-process skills, improving their thinking skills, and providing opportunities to apply their own ideas. In addition, we also found that student attitudes toward the teaching-learning approach demonstrated a degree of frustration. They realized the advantages of this instructional method; however, they did not view this type of instruction as being promising because it appeared the approach would not help them perform better on their forthcoming achievement tests.Item Comparison of Taiwan science students' outcomes with inquiry-group versus traditional instruction(Taylor & Francis (Routledge), 1999-01-01) Chang, C. Y.; Mao, S. L.The authors examined the comparative efficiency of inquiry-group instruction and traditional teaching methods on junior high school students' achievement and attitudes toward earth science in Taiwan. A nonequivalent control group quasi-experimental design involving 16 intact classes was used. Treatment group students (n = 319) received an inquiry-group instruction; control group students (n = 293) received a traditional approach. Data collection instruments included the Earth Science Achievement Test and the Attitudes Toward Earth Science Inventory (S. L. Mao & C. Y. Chang, 1997). A multivariate analysis of covariance suggested that (a) students in the experimental group had significantly higher achievement scores than did students in the control group and that (b) there were statistically significant differences in favor of the inquiry-group instruction on student attitudes toward the subject matter.Item Correlation between students' problem-solving ability and science-process skills in Earth science(1999-03-31) Chang, C. Y.; Weng, Y H.; Mao, S. L.Item Taoism and its implications for science education(1999-03-31) Hua, H. P.; Chang, C. Y.As one of the major schools of thought in ancient China, Taoism centers on the concept of "Tao", the Way, which has two distinct characteristics: (1) Tao itself can be deemed as a final "reality" that is equivalent to the ontology of the Universe; and (2) Tao itself cannot be defined directly by human language. Taoism posits a holistically cosmological view on the universe as an organic Whole and illuminates that there is always a tendency to establish a dynamic balance within the Universe. Based on these characteristics and the belief that, to a certain degree, relationships exist between Taoism, modern science, and the contemporary environmental crisis, this paper attempts to render a number of implications for science education including: (1) providing a philosophical ground to loosen the tension resulting from current arguments on science education research in the postmodern era; (2) setting an alternative possibility for developing science curricula; and (3) serving as a practical ideology for self-reflection on science teaching.Item 問題解決為基礎之電腦輔助教材發展研究---中等學校地球科學(II)(行政院國家科學委員會, 1999-07-31) 張俊彥Item The effects on students' cognitive achievement when using the cooperative learning method in earth science classrooms(Wiley, 1999-11-01) Chang, C. Y.; Mao, S. L.This study investigated the effects of cooperative learning instruction versus traditional teaching methods on students' earth science achievement in secondary schools. A total of 770 ninth-grade students enrolled in 20 sections of a required earth science course participated in this nonequivalent control group quasi-experiment. The control groups (n= 10) received a traditional approach, while the experimental groups (n= 10) used cooperative strategies. Study results include (a) no significant differences were found between the experimental groups and the control groups when overall achievement (F= 0.13, p > .05), knowledge-level (F= 0.12, p > .05), and comprehension-level (F= 0.34, p > .05) test items were considered; and (b) students who worked cooperatively performed significantly better than students who worked alone on the application-level test items (F= 4.63, p < .05). These findings suggest that cooperative-learning strategies favor students' earth science performance at higher but not lower levels of cognitive domains in the secondary schools.Item 不同電腦輔助教學(CAI)模式對高中學生「恆星演化」學習成就及其態度之影響(臺北市：國立臺灣師範大學, 2000-01-01) 張俊彥; 陳盈霖本研究的目的在(1)研發完成「恆星的生老病死」電腦輔助教學單元；(2)探究不同電腦輔助 教學(CAI)模式對學生學習成效的影響及他們對此教材之態度與觀感。研究對象為台北市某公立 高中一年級四個班級的學生(n=180)，其中兩個班為實驗組(n=92，教師主導的CAI)與兩個班為對 照組(n=88，學生自行操作的CAI)。研究實驗採「靜態組比較設計」(Static-group comparison design)， 亦即學生在學習完本CAI後，對其實施「恆星演化測驗卷」及「對CAI教材單元態度與觀感的問卷」。 研究結果顯示，經由教師主導CAI的學生在「恆星演化測驗 卷」的表現上幾乎顯著地優於自行操作本CAI教材的學生，研究結果亦發現教師主導CAl與學生操作CAI 的教學方式對高分群的學生沒有統計上的顯著影響。但對中、低分群的學生而言，教師主導CAI明顯地優於學生操作CAI，並達到統計上的顯著水準。態度問卷結果顯示教師主導CAI與學生操作CAI這兩組學生對本CAI教材皆持相當正向的態度與觀感。此外，學生操作CAI的方式在問卷總分及操作介面分項上，顯著地優於教師主導CAI的方式，然而兩組學生在畫面觀感、課程內容、整體感想等分項上並無顯著地差異。據此，本研究建議地球科學的電腦輔助教學可多設計「以教師主導且輔以學生自行操作CAI之模式」來幫助學生學習地球科學的概念以及增進他們對CAI教材的態度。Item Enhancing tenth graders' earth-science learning through computer-assisted instruction(The National Association of Geoscience Teachers (NAGT), 2000-01-01) Chang, C. Y.Investigates the comparative efficiency of computer-assisted instruction (CAI) and traditional teaching methods on 10th grade students' learning of earth science in Taiwan. Involves a total of 151 students enrolled in four earth science classes and conducts a pretest/posttest control group experiment. (Contains 26 references.) (Author/YDS)Item 我國高一學生的問題解決能力與其科學過程技能之相關性研究(花蓮市：中華民國科學教育學會, 2000-03-01) 張俊彥; 翁玉華本研究的目的在探究目前我國高中生的問題解決能力以及其與科學過程技能之相 關性。研究對象為就讀於臺北縣市四所高中之153位高一學生。本研究採用相關研究法的 實驗設計（correlation design）來試著了解學生之問題解決能力與其科學過程技能之間的相 關性；並輔以半結構式（semi-structural）的晤談方式，來深入探究高一學生問題解決能力 的特質。「問題解決能力測驗」、「科學過程技能測驗」、與「腳印化石晤談工具」等 三項為本研究使用之評量工具。量的分析方式為皮爾遜積差相關及T考驗，而質的分析方 面則引用Flander's system的分析模式。量化研究結果發現：高一學生之問題解決能力與其 科學過程技能的表現達顯著之中度相關（r=0.35~0.57，p<.01），且高、低問題解決能力不 同者在解釋資料、觀察、及形成假設等科學過程技能表現上皆有顯著的差異（p<.01）。 質性數據分析結果亦顯示：問題解決高、低能力不同者在「問題解決的思考流程」上有顯 著的不同。據此，研究者建議科學的教學應融入問題解決活動與科學過程技能的運用，使 學生藉由探究活動的過程，提昇他們的問題解決能力。