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 Experiential-based Digital Resources for Teaching Abstract Concepts of Computer Science to High School Students(Association for the Advancement of Computing in Education (AACE), 2009-06-22) Chen, Ming-Puu; Wu, Cheng-Chih; Chiu, Chiung-Hui; Lee, Hsiao-Lan; Chen, Ming-ChuanThe Experiential-based Learning of Computer Science (ELCS) was developed based on the experiential learning perspective to provide teachers with flexible-to-adopt, ease-of-use, from-concrete-to-abstract, and from-observation-to-experimentation digital instructional materials to fulfill the High School Computer Curricula of Taiwan 2010. A preliminary quality evaluation was conducted by means of experts’ review and revealed that the instructional materials were appropriately designed. A further analysis showed that the concrete-concept course units scored higher than the abstract-concept course units in quality aspects of scope, concrete experiences and reflective observation. The results suggested that more efforts can be invested to improve the concreteness and explicitness of the abstract-concept course units of ELCS to facilitate the construction of concrete experiences and reflective observation.Item 教導高中生抽象的資訊科學概念—多元化知識表徵策略(國立交通大學, 2009-09-01) Chen, Ming-Puu; Wu, Cheng-Chih; Chiu, Chiung-Hui; Lee, Hsiao-Lan; Chen, Ming-Chuan本研究採取體驗式學習之精神，建立「體驗式資訊科學學習模式」(the Experiential-based Learning of Computer Science, ELCS)以幫助高中生學習抽象的資訊科學概念。ELCS 旨在針對「99 年高中資訊課程綱要」發展具有採用彈性、容易使用、由具體到抽象、及由觀察到動手驗證的數位化教材資源，透過如圖片、動畫、模擬、教學遊戲等各類型數位媒體傳達資訊科學概念之具體化的經驗與範例、提供反思觀察的情境、幫助建立抽象概念的概念模型、及提供學習者透過互動驗證想法的情境等的多元知識表徵內涵。ELCS 數位教材資源經由專家審核之品質評鑑結果顯示具有適切的教學設計品質，在學習目標、單元範圍、時間安排、具體經驗、觀察反思、建立抽象概念、及主動驗證等品質面向的得分，在5 等量表之表現上介於3.59 到4.24 之間。進一步分析發現，目標概念較具體的單元在學習目標、具體經驗、及觀察反思面向的品質表現優於目標概念較抽象的單元，顯示：針對較抽象的資訊科學概念的數位教材資源設計上，ELCS 應可再強化概念的具體性與明確性，才能幫助學習者有更順暢的知識轉換歷程並有效建構出資訊科學概念的多元化知識表徵。Item An evaluation of compliance and effectiveness of ELNP e-courseware quality framework(2006-11-20) Chen, Ming-Puu; Chang, Kuo-EnELNP e-Learning Courseware Certification (eLCC) employed a systematic framework to evaluate the educational quality of self-paced e-courseware from perspectives of “content”, “navigation”, instructional design”, and “instructional media”. The analysis of thirty-seven e-courseware certification cases revealed that a) the eLCC quality framework was a reliable mechanism for evaluating e-courseware, b) nine out of the fifteen eLCC quality criteria were capable of recognize well-designed e-courseware, and c) the quality aspect of instructional design played the most important role in distinguishing and determining an evaluated case’s quality performance.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 What does e-courseware evaluation tell? A gap analysis(World Scientific and Engineering Academy and Society, 2007-03-01) Chen, Ming-Puu; Chang, Kuo-En