學習資訊專業學院—資訊教育研究所
Permanent URI for this communityhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/25
資訊教育研究所之碩士班成立於民國80年，博士班成立於民國86年，目前研究生共約160名。本所原屬資訊教育學系，於95學年度起因應系所組織調整，成為獨立研究所，歸屬教育學院。
本所以『資訊科技教育』和『數位學習』兩個專業領域之研究發展與人才培育為宗旨，課程設計分別針對此兩個專業領域規劃必、選修專業科目，提供學生紮實而嚴謹的學術專業知能及個別化之研究訓練。本所教育目標包括：
1、培育資訊科技教育人才；
2、培育數位學習產業人才；
3、培育資訊科技教育與數位學習研究人才。
本所目前六名專任教師，四位教授，二位副教授，在資訊教育領域均具有豐富之教學與研究經驗且均積極從事研究，每年獲科技部補助研究計畫之平均數量與金額在本校名列前茅。另外，本所教師積極參與國內重大資訊教育政策及課程綱要之制定，積極推動國內資訊教育之發展。
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Item 17分上大學(2007-04-09) 林美娟Item 2000年至2009年發表於ACM SIGCSE Bulletins 之程式設計教學法相關文獻之系統性分析(2015) 許信育; Hsu, Hsin-Yu本研究旨在系統性地收集2000年至2009年間發表於ACM SIGCSE Bulletin季刊（其中包含The SIGCSE Technical Symposium及International Conference on Innovation and Technology in Computer Science Education兩研討會之論文集），關於程式設計教學之論文，將論文中所報導之程式設計教學法加以彙整、分析，並將分析結果分類呈現與闡述。本研究根據八項篩選準則，以人工方式從上述文獻來源中篩選出79篇論文，並以自行設計之文獻資料萃取表，記錄各篇論文中為本研究分析所需之重要內容。研究者接著使用敘述性綜合法進行資料分析，重點在於整理各文獻所報導之教學活動及其所使用之教學工具。分析結果顯示，程式設計教學中較常使用之教學工具可大別為七類：程式開發環境（如Jython、M.U.P.P.E.T.S、CS1 Sandbox、Bricklayer、及JPie）、合作學習工具（如CoWeb、IMinds、及Praktomat）、遊戲開發工具（如GBA and NDS Development Tools和OpenGL）、視覺化工具（如EROSI Tutor、PlanAni、及Jeliot）、教學回饋工具（如Personal Response System和個別輔導教學軟體）、機器人程式開發工具（如LEGO Mindstorms、及Parallax Scribbler）、及其他工具。在教學活動方面，則可分為以下七類：(1)教學範例或作業結合特定主題之教學活動、(2)提供學生彈性選擇不同範例或作業之教學活動、(3)以培養學生問題解決能力為重點之教學活動、(4)合作學習、(5)強調教學者對學生提供回饋之教學活動、(6)以視覺化工具輔助之教學活動、及(7)不屬於上述六類之其他教學活動。本研究以案例闡釋各類教學活動之特色及其所帶來之學習效益，期能提供程式設計教學者參考採用之。Item 3D Cube with Fisheye Views and its Application to Geographical Information Browsing(1994-05-27) Chen, Shan-bin; Chiou, Guey-Fa; Yeh, Yao-mingItem 5E學習環融入前導組織與引導策略對國小生數學體積與表面積學習成效、動機及態度之影響(2024) 魏婉瑄; WEI, Wan-Hsuan本研究旨在探討5E學習環融入前導組織（動畫模擬、演練範例）與引導策略（探索引導、問題引導）對國小生的數學體積與表面積學習成效、動機及態度之影響。研究對象為臺北市某國小六年級學生，有效樣本142人。本研究採用因子設計之準實驗研究法，自變項為「前導組織」與「引導策略」，「前導組織」根據連結舊經驗的「呈現方式」分為「動畫模擬」與「演練範例」；「引導策略」根據「反思的方式」分為「探索引導」與「問題引導」。依變項則為數學體積與表面積學習成效（知識理解、知識應用）、學習動機（價值成分、期望成分、科技接受度）及學習態度（自信心、喜好度、焦慮感、學習過程、學習方法、有用性）。研究結果發現：就學習成效而言，(1)在「知識理解」方面，演練範例前導組織組學習表現優於動畫模擬前導組織組；(2)在「知識應用」方面，接受動畫模擬前導組織的學生，使用問題引導的學習表現優於使用探索引導的學習表現；接受探索引導的學生，使用演練範例前導組織的學習表現優於使用動畫模擬前導組織的學習表現。(3)就學習動機而言，各實驗組學生皆持正向動機表現，但在「控制信念」面向，接受動畫模擬前導組織的學生，使用問題引導的表現優於使用探索引導的表現；接受問題引導的學生，使用動畫模擬前導組織的表現優於使用演練範例前導組織的表現。(4)就學習態度而言，各實驗組學生皆持正向態度表現，而在「自信心」面向，問題引導組的表現優於探索引導組；在「有用性」面向，動畫模擬前導組織組學習表現優於演練範例前導組織組。Item 5E學習環融入擴增實境Scratch專題式程式設計課程中提示策略對不同先備知識國小生學習成效、動機及態度之影響(2024) 白昀笙; Pai, Yun-ShengItem 95年資訊教育學門研究規劃推動計畫(2008-07-02) 張國恩本年度召集人工作重點，主要有例行之「各類申請案查之諮詢與審查」、「協助規劃推動資訊教育重點工作」、「成果發表與研究會議」三項，分述如下。壹、各類申請案審查之諮詢協助本處承辦人處理資訊教育(資訊教育、電腦輔助學習、網路科學教育)各類申請案之諮詢工作：1. 專題研究計畫：審查人推薦、經費核定、審查人審查品質評估。2. 進修案：審查人推薦、申請案審查。3. 出席國際會議、研討會、研習會、延攬人才：審查人推薦、審查。4. 大學生專題研究：審查人推薦。5. 國家型科技計畫：審查人推薦、審查、經費核定。6. 其他行政院交議案。貳、協助規劃推動資訊教育重點工作整合研究方向為下：(一) 數位學習環境建置與工具(e-learning infrastructure and tools)數位學習的基礎是環境的建置與相關工具的開發。隨著資訊科技的快速發展，學習環境也會相對改變。本項重點鼓勵學習科技與工具之創新研發，或探討應用於學科學習之模式與成效評估。1.數位學習環境之建置(Digital learning environment)2.學習活動/課程設計與發展之工具與方法論(Tools and methodologies for learningactivity/courseware design and development)3.普及式計算技術在教育上的應用(Ubiquitous computing for education)(二)數位內容導向應用(Content-oriented applications)學習資源的數位化必須充分利用資訊科技的特色與優勢，達到累積、保存、流通、共享、再利用的目的。本重點旨在鼓勵開發數位學習資源，並探討融入科學、數學、資訊科等教學或學習的方法與模式。1.網路學習資源(Web-based learning resources)2.資訊科技融入教學與學習(Technology integrated instruction and learning)3.大學教學卓越之基礎課程之數位學習內容(e-content for college-level basic courses ofteaching excellence)(三)數位學習教學與學習之理論、策略與評鑑(Teaching and learning theories, strategies andassessment)數位學習必須有堅實的理論基礎與適當的策略，才能有效的促進學習的發生，本重點鼓勵研究計畫探討數位學習教學與學習理論的修正與發展、教師與學生角色的轉變、教學策略的設計與實施，與評估數位學習成效的方法。1.教學與學習理論發展(Teaching/learning theories development)2.教師與學生之角色(Roles of the instructor and learner)3.成效評估方法論(Evaluation methodologies)(四)數位素養(Digital literacy)資訊教育的目的是提升全民的資訊素養、縮減數位落差，並確保網路使用的適當性。本項重點鼓勵研究計畫針對數位學習落差現象與縮減方式、提升網路素養方法，或網路使用(者)相關議題進行深入探討。1.數位學習落差(Digital learning divide)2.網路素養：概念、定義、教學(Internet literacy: concepts, definitions, pedagogical issues)3.網路使用心理與歷程(Psychological process in using Internet)Item Item Acquiring strategies to enhance primary student discussions in computer supported collaborative learning(2009-01-08) Chiu, Chiung-Hui; Huang, Hsin-Chih; Fang, Yu-ChiaoItem Agent-supported learning in hypermedia environment(1993-06-08) Wang,Cheng-liang; Chiou, Guey-FaItem Alice程式設計初學者之錯誤類型分析(2013) 林冠宇; Lin, Kuan-Yu本研究旨在探討程式設計初學者於實作Alice程式專案時所遭遇之困難，並將其進行分析與歸類。研究實施採用質性研究之一對一診斷性訪談，參與者為臺北市某高級中學一年級的學生共22名。研究者設計了涵蓋不同概念、難度漸進的9個題目供學生實作，並由訪談者全程觀察學生進行解題的過程，且於學生遭遇解題困難時，依照「引導式提問」、「間接提示」、「直接指導」的漸進順序給予提示，以了解學生在各項程式設計概念的學習困難類型。研究結果歸納出學生於內建方法、時序控制結構、變數、選擇結構、重複結構、陣列、自訂方法及參數中常見的錯誤類型，將其分類為連結、定位、使用以及其他四類，並針對學生實作程式專案時所見之情形，提出使用Alice進行程式設計教學時所應注意之事項及相關建議。Item Analysis and Representation of Physics Knowledge with an Object-Oriented Approach(1999-10-07) Juang, Jie-Yong; Lin, Janet Mei-Chuen; Chang, Eugene Y.-C.Item The analysis of a courseware quality framework for e-learning(2006-06-01) Chen, Ming-Puu; Chang, Kuo-EnIn Taiwan, an e-Learning Courseware Certification service is provided by the Quality Service Center of the e-Learning Network Science Park to distinguish and promote well-designed e-Learning courseware. The e-Learning Courseware Certification program employs a systematic process to evaluate the educational quality of an e-learning courseware from the perspectives of content, navigation, instructional design, and instructional media. The results from analyzing 25 e-learning courseware cases revealed that (a) the measurement of the certification program showed adequate reliability and validity, and (b) the certified cases outperformed the uncertified cases in content, instructional design, and instructional media. It was suggested that the development of e-learning courseware should utilize sound instructional design methods to enhance the learning effectiveness.Item An analysis of peer assessment online discussions within a course that uses project-based learning(Routledge, 2007-12-01) Hou, Huei-Tse; Chang, Kuo-En; Sung, Yao-TingIn recent years project-based learning (PBL) incorporating online discussions has gradually been applied to courses that focus on writing projects. Past studies have shown that learners in PBL often face the difficulties of not having in-depth data analysis and peer discussions and how teachers design the rules and methods for online discussions has a significant influence on the quality of discussion. Since using a peer assessment strategy in the classroom could facilitate learners' critical thinking and meta-cognitive skills, this study conducts an empirical observational study in order to analyse the content and process of the discussion activities based on peer assessment without teacher intervention and tries to explore students' knowledge construction of the discussion. Sequential analysis and content analysis were conducted to observe the scale of each aspect of knowledge construction and the sequential pattern of students' knowledge construction during the discussions. Teachers didn't provide any guidance or intervention during the activity. Based on the results of the observations, this study discusses the possible difficulties that students may encounter when conducting peer assessment online discussions. Finally, this study also proposes suggestions about the timing and methods for teacher interventions.Item Analysis of problem-solving based online asynchronous discussion pattern(International Forum of Educational Technology & Society (IFETS), 2008-01-01) Hou, Huei-Tse; Chang, Kuo-En; Sung, Yao-TingThis research explores the process of asynchronous problem-solving-based discussion activities and aims to understand limitations likely to arise during learners’ problem-solving discussions. The research has combined lag-sequential analysis and quantitative content analysis, and expects to use such analyzing methods to further understand the sequential pattern of students’ problem-solving discussion behaviors and knowledge-construction levels. In order to avoid influence caused by teachers’ subjective guiding methods and ensure objective observations, we observed learners’ online problem-solving discussions without intervention or guidance from the teachers. From the sequential pattern derived, we have not only induced a pattern of students’ discussion behavior but also discovered that, compared to discussion activity based on a single topic appointed by the teacher, the problem-solving online discussion activity is more helpful for students’ knowledge construction. In addition, this research also revealed certain limitations toward the content and behavior of students’ discussion without teachers’ guidance. Based on the results, this paper proposes a strategy in which teachers can intervene and guide, which is expected to enhance the depth of students’ discussion and knowledge construction when a teacher is applying a problem-based learning activity.Item Analysis of time-management pattern of interactive behaviours during online project-based learning(Institute of Electrical and Electronics Engineers (IEEE), 2007-07-18) Hou, Huei-Tse; Chang, Kuo-En; Sung, Yao-TingThis study aims to explore the time-management patterns of learners' interactive behaviors during online project-based learning (PBL) from an empirical observation without teachers' interception. According to the derived pattern, the study found how learners allocated their time and how these interactive activities influence learners to allocate their time more appropriately. Finally, we also gave some suggestions for teachers' interception and guidance for promoting the quality of students' projects.Item Analyzing student performance and attitudes toward textual versus iconic programming languages(Association for the Advancement of Computing in Education (AACE), 2009-01-01) Lin, Janet Mei-Chuen; Yang, Mei-ChingIn this study half of 52 sixth graders learned to program in MSWLogo and the other half in Drape. An analysis of students' test scores revealed that Drape (an iconic language) seemed to have a steeper learning curve than MSWLogo (a textual language). However, as students gradually became more familiar with either language, the difference in student performance narrowed. With respect to usability, students of the MSWLogo group made syntactic errors frequently, whereas students of the Drape group were often confused by icons that were not intuitively clear or icons that looked similar. No significant difference was found between the two groups in how much they enjoyed programming or if they would like to learn to program again. It was concluded that iconic programming languages might not be more suitable than textual languages for elementary school students.Item Analyzing the differences of the online discussion behaviors of knowledge construction and problem solving between high and low achieving learners(2009-01-08) 侯惠澤; 張國恩; 宋曜廷; Hou, Huei-Tse; Chang, Kuo-En; Sung, Yao-TingItem Application of neural network for implementing a practical student model(1995-12-01) Chang, Kuo-En; Hou, Wen-ChuanItem Application of neural network on student modeling(1993-12-01) Hou, W. J.; Chang, K. E.Item Application of Socratic dialogue on corrective learning of recursion programming(1996-01-01) Chang, Kuo-En; Lin, P. C.