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 探討使用不同論證任務對大學生學習摩擦力概念之成效(2017) 方健諺; Fang, Jian-Yan摘要 本研究目的為探討大學生透過不同的論證任務學習摩擦力概念時，受試者的學習成效為何。研究中使用Toulmin論證模式中的「論據」與「反駁」，讓兩組受試者透過執行不同的論證任務學習摩擦力，藉此探討兩組別受試者的摩擦力應用知識與迷思概念改善情形，並觀察受試者執行任務時的表現。因執行的論證任務不同將受試者分成兩組：論據組有24人而反駁組有22人。 針對本研究之研究目的與問題，說明研究結果如下： 1. 應用知識學習成效與迷思概念改善情形在組別間並無顯著差異，不論使用哪種論證方式學習並無顯著差異。 2. 論證能力在學生的學習過程中扮演了重要的角色，高論證能力的受試者在摩擦力的應用知識學習成效和迷思概念的改善情形皆比低論證能力的受試者稍好，達邊緣顯著。 3. 以任務表現進行分析，發現論證能力與迷思概念分別顯著地影響任務表現，但論證能力與迷思概念間並無交互作用。即高論證能力的受試者的任務表現比低論證能力的受試者來得好；低迷思概念的受試者的任務表現則比高迷思概念的受試者來得好。 4. 整理兩組別受試者訪談時對於執行論據與反駁任務的想法，發現受試者執行完論證任務後，大多有發現兩論證任務的功能。反駁組中，覺得反駁相較於論據對於學習比較有用的受試者，認為反駁可以多一個思考的角度檢視自己的想法是否有錯；而論據組中覺得論據相較於反駁比較有用的受試者則認為論據可以幫助我們連接證據跟主張，有系統地產生正確概念架構。Item The positive and negative effects of science concept tests on student conceptual understanding(Taylor & Francis (Routledge), 2010-01-01) Chang, C. Y; Yeh, T. K.; Barufaldi, J. P.This study explored the phenomenon of testing effect during science concept assessments, including the mechanism behind it and its impact upon a learner's conceptual understanding. The participants consisted of 208 high school students, in either the 11th or 12th grade. Three types of tests (traditional multiple‐choice test, correct concept test, and incorrect concept test) related to the greenhouse effect and global warming were developed to explore the mechanisms underlining the test effect. Interview data analyzed by means of the flow‐map method were used to examine the two‐week post‐test consequences of taking one of these three tests. The results indicated: (1) Traditional tests can affect participants' long‐term memory, both positively and negatively; in addition, when students ponder repeatedly and think harder about highly distracting choices during a test, they may gradually develop new conceptions; (2) Students develop more correct conceptions when more true descriptions are provided on the tests; on the other hand, students develop more misconceptions while completing tests in which more false descriptions of choices are provided. Finally, the results of this study revealed a noteworthy phenomenon that tests, if employed appropriately, may be also an effective instrument for assisting students' conceptual understanding.