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(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.