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 Validation of a simulation-based assessment of inquiry abilities(2013-09-07) Wu, P. H.; Wu, H.-K.; Hsu, Y. S.; Hwang, F. K.Students’ fundamental abilities of inquiry are of value in science learning and have been increasingly emphasized as an important component of science education. Some assessments have been developed to measure students’ inquiry abilities, but few of them are simulation-based. To take advantage of the advanced technology, we developed a simulation-based assessment of inquiry abilities (SAIA) that allows students to generate scientific explanations and demonstrate their experimental abilities. This paper describes the validation of the assessment. Data were collected from 48 twelfth grade students at a local high school who were categorized into three groups based on their majored programs. Due to the different learning goals of the programs, students in the three groups were expected to have different levels of inquiry abilities and construct validity was estimated by using the known-groups method. Criterion validity was estimated based on the correlation between SAIA and a validated assessment tool, Classroom Test of Scientific Reasoning (CTSR). Content validity was investigated by examining the agreement among three experts. The results of the Kruskal-Wallis test and the post hoc analysis showed significant differences among three groups (χ2= 24.79, p < .01) so the construct validity of the assessment for distinguishing between the groups was supported. The content validity was confirmed by a satisfactory level of agreement between the experts with Kappa coefficients of .88 and .96. The criterion-related validity was ensured by a positive significant correlation between SAIA and CTSR (r = .40, p < .01). These results indicated that SAIA is a valid assessment to evaluate high school students’ inquiry abilities.Item The roles of multimedia in the teaching and learning of the triplet relationship in chemistry(New York: Spring., 2009-04-01) Chiu, M. H.; Wu, H.-K.Ever since Johnstone (1993) addressed the three levels of chemistry (symbolic, macro, and microscopic or so called submicro currently), many studies investigate how multimedia could support constructing, developing, and evaluating students’ mental representations of chemistry at the three levels. This chapter focuses on how multimedia could enhance chemistry learning of the triplet relationship and discusses theories and empirical studies from the following perspectives: (1) multimedia as a modeling tool (discussing multiple representations and mental models in learning and teaching chemistry), (2) multimedia as a learning tool (introducing tools such as 4M:Chem, eChem, and ChemSence), (3) multimedia as an assessment tool (such as presenting computerized two-tier diagnostic instruments), and (4) multimedia as an instructional tool (linking findings of students’ mental representations to the development of teachers’ pedagogical content knowledge in chemistry). Implications for chemical education are discussed in terms of theoretical and practical approaches.Item Connecting the microscopic view of chemistry to real life experiences(Cresskill, NJ: Hampton Press., 2006-09-01) Wu, H.-K.The researchers in this collection share a common interest in understanding the practices and processes of teaching and learning. They are especially interested in how learning opportunities are created and limited. Through interactional ethnography, each author represents these processes in action, in ways that are instructive for researchers new to this approach, as well as for teachers and teacher educators. They study teaching and learning as interactional events, situated in particular contexts, and related across time. Their studies illustrate how teaching and learning events are performed through discourse in social situations, which are meaningful and purposeful to the social groups involved. Complex, interrelated events are rendered through a variety of modes and methods of analysis and representation—including, in addition to interactional ethnography, conversation analysis, critical discourse analysis, and intertextual analysis. Contents: Foreword, Annemarie Palinscar. Introduction, Lesley A. Rex. Considering Discourse Analysis as a Method for Researching Professional Development, Katherine A. Morris. ASSESSING THE OPPORTUNITIES FOR LEARNING MADE AVAILABLE TO STUDENTS. Establishing a Positive Classroom Climate: An Experienced Teacher in a New School Setting, Alexandra Miletta. Mentoring Non-Latino Tutors in a Bi-literacy Latino After-School Program, Mary M. Yonker. Using Sociocultural and Developmental/Cognitive Lenses to Inform Classroom-Based Assessments of Children’s Reading, Carol McDonald Connor and Lesley A. Rex. APPLYING INTERTEXTUALITY TO EXAMINE AN INSTRUCTIONAL APPROACH. Constructing Anatomy Literacy: Use of Computer-Based Meida in a Dissecting Laboratory, Silvia Wen-Yu Lee. Facilitating Exploration of Theory and Practice in a Teacher Education Study Group, Jacob Foster. EXPLORING AND BUILDING CONCEPTUAL KNOWLEDGE. What Does it Mean to Build Conceptual Knowledge? Ruth Piker. Connecting the Microscopic View of Chemistry to Real-Life Experiences, Hsin-Kai Wu. STUDYING THE SOCIAL POSITIONING OF STUDENTS’ ROLES AND IDENTITIES. Extending Opportunities, Expanding Boundaries: Addressing Gendered Discourse Through Multiple Subjectivities in a High School English Classroom, Sharilyn C. Steadman. Author Index. Subject Index.Item The development of an evaluative instrument for teachers' practical technological pedagogical content knowledge(2012-12-15) Hsu, Y. S.; Wu, H.-K.; Hwang, F. K.; Yeh, Y. F.; Chien, S. P.Item Designing mobile augmented reality and online discussion activities to scaffold students' socioscientific reasoning(2014-04-02) Chang, H.-Y.; Hsu, Y. S.; Wu, H.-K.Item An investigation of teachers' beliefs and their use of technology-based assessments(2013-09-07) Chien, S.-P.; Wu, H.-K.; Hsu, Y. S.; Hwang, F. K.In the context of school settings, when implementing educational innovations such as technology-based assessments (TBAs) , teachers take a variety of factors into consideration including the resources provided by their school, the approval of parents, and students’ needs. To explore teachers' beliefs and relevant factors about TBAs, therefore, this study adopts the framework of the decomposed theory of planned behavior (DTPB) (Taylor & Todd, 1995), and aims at investigating the interaction between teachers’ beliefs and their actual use of TBAs. Forty technology-experienced science teachers participated in our semi-structured interview of assessment beliefs and practice. Responses from all teachers were coded and analyzed based on the coding scheme adapt from DTPB. Results showed the highlighted features of the most prevalent beliefs. On one hand, 75% of participating teachers perceived various kinds of usefulness of TBAs. On the other hand, teachers showed their concerns about the disapproval from schools and considerations of the external restrained conditions such as the lack of time, infrastructure and support personnel. By combining these features with teachers’ self-reported usage, we articulate the possible factors that may affect teachers’ usage. That is to say, teachers with more positive beliefs tend to use the TBAs frequently. Nevertheless, teachers would keep themselves away from use TBAs when they perceived many negative factors in Perceived Behavior Control beliefs and Subjective Norm beliefs.Item Chemistry education and sustainability in the global age(New York, NY: Springer., 2013-01-01) Chiu, M. H.; Tuan, H.-L.; Wu, H.-K.; Lin, J.-W.; Chou, C.-C.This edited volume of papers from the twenty first International Conference on Chemical Education attests to our rapidly changing understanding of the chemistry itself as well as to the potentially enormous material changes in how it might be taught in the future. Covering the full range of appropriate topics, the book features work exploring themes as various as e-learning and innovations in instruction, and micro-scale lab chemistry. In sum, the 29 articles published in these pages focus the reader’s attention on ways to raise the quality of chemistry teaching and learning, promoting the public understanding of chemistry, deploying innovative technology in pedagogy practice and research, and the value of chemistry as a tool for highlighting sustainability issues in the global community. Thus the ambitious dual aim achieved in these pages is on the one hand to foster improvements in the leaching and communication of chemistry—whether to students or the public, and secondly to promote advances in our broader understanding of the subject that will have positive knock-on effects on the world’s citizens and environment. In doing so, the book addresses (as did the conference) the neglect suffered in the chemistry classroom by issues connected to globalization, even as it outlines ways to bring the subject alive in the classroom through the use of innovative technologies.Item Designed features and actual affordances of a computer-based modeling tool(2011-09-09) Wu, P. H.; Wu, H.-K.; Hsu, Y. S.; Hwang, F. K.Item Development of senior high school students' modeling about air quality(2008-04-02) Lin, L. F.; Hsu, Y. S.; Wu, H.-K.; Hwang, F. K.The purpose of this study was to investigate how students develop modeling abilities after the scaffolded modeling curriculum and what characteristics of high performance students differ from those of low performance students in their modeling practices. The data included thirteen students’ (10 males and 3 females) pre and post modeling abilities test, and pre and post interviews. We designed and analyzed the interviews according to a coding scheme developed for an expert-novice study (Hsu et al., 2007). The results showed that students’ modeling abilities in designing a research to explore air quality have been improved, particularly in the reasoning process of anticipated conclusion and determine research variables of planning, and different performing students made a different improving pattern. The scaffolded modeling curriculums designed by the researchers shorten the gap between expert and novice in modeling air quality.