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