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 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 Project WILD impacts on urban children(1998-09-08) Hua, H. P.; Huntsberger, J.; Chang, C. Y.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 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 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 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 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 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.