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 An investigation of teachers' beliefs and their use of technology-based assessments(ELSEVIER, 2014-02-01) Chien, S. P.; Wu, H.-K.; Hsu, Y. S.The purpose of this study was to explore teachers’ beliefs about technology-based assessments (TBAs) and investigate the possible interplay between their beliefs and their usage of TBAs in classrooms. Forty technology-experienced science teachers participated in the study. Their beliefs about and use of TBAs were examined using semi-structured interviews, which were analyzed based on a coding scheme adapted from the decomposed theory of planned behavior (DTPB) model (Taylor & Todd, 1995). The analysis showed that ten components were substantial in the behavioral, control, and normative beliefs. While 85% teachers (34 out of 40) perceived TBAs as useful tools and identified a variety of usefulness, nearly 40% of the participants indicated the difficulties in using TBAs and their beliefs of ease of use were mainly negative. Also, teachers’ control beliefs about TBA focused on the social and external components such as time, supporting personnel, and infrastructure rather than the personal factors. In their normative beliefs, teachers tended to view school policies and parents’ opinions as constraints, whereas they also realized the benefits of using TBAs for learning. Furthermore, three groups of teachers were identified and characterized based on their usage of TBAs. Although some frequent users did not teach in resource-rich schools and faced constraints similar to those encountered by the occasional users, they seemed to actively look for more supports and solutions to overcome the lack of resources and the disapproval from the school administration. The findings extend the DTPB model of technology users by adding important beliefs about teaching and learning.Item Factors influencing junior high school teachers’ computer-based instructional practices regarding their instructional evolution stages(International Forum of Educational Technology & Society, 2007-10-01) Hsu, Y. S.; Wu, H.-K.; Hwang, F. K.Sandholtz, Ringstaff, & Dwyer (1996) list five stages in the “evolution” of a teacher’s capacity for computer-based instruction—entry, adoption, adaptation, appropriation and invention—which hereafter will be called the teacher’s computer-based instructional evolution. In this study of approximately six hundred junior high school science and mathematics teachers in Taiwan who have integrated computing technology into their instruction, we correlated each teacher’s stage of computer-based instructional evolution with factors, such as attitude toward computer-based instruction, belief in the effectiveness of such instruction, degree of technological practice in the classroom, the teacher’s number of years of teaching experience (or “seniority”), and the teacher’s school’s ability to acquire technical and personnel resources (i.e. computer support and maintenance resources). We found, among other things, that the stage of computer-based instructional evolution and teaching seniority, two largely independent factors, both had a significant impact on the technical and personnel resources available in their schools. Also, we learned that “belief” in the effectiveness of computer-based instruction is the single biggest predictor of a teacher’s successful practice of it in the classroom. Future research therefore needs to focus on how we can shape teachers’ beliefs regarding computer-based learning in order to promote their instructional evolution.