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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    Learning multiplication through computer-assisted learning activities
    (Elsevier, 2008-09-01) Chang, Kuo-En; Sung, Yao-Ting; Chen, Yu-Lung; Huang, Long-Hua
    This study develops and implements a computer-assisted learning (CAL) program with both multiplicative facts practices and the instruction of meaning behind these facts. The effectiveness of CAL on the development of multiplication abilities is also explored. Eight CAL activities are developed to teach multiplication to second grade elementary school students. The CAL program is comprised of three stages of instruction that addressed in succession the basic concept of multiplication, the meaning and properties of multiplication and multiplication-related computation skills. Evaluation of the effects of the learning activities reveals that CAL activities are effective in improving comprehension of the concept of multiplication and the meaning and properties of multiplication for students who have lower prior knowledge of multiplication, but it does not significantly improve the development of multiplication-related computation skills. Nevertheless, CAL activities facilitate overall learning of multiplication.
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    Effects of learning support in simulation- based physics learning
    (Elsevier, 2008-12-01) Chang, Kuo-En; Chen, Yu-Lung; Lin, He-Yan; Sung, Yao-Ting
    This paper describes the effects of learning support on simulation-based learning in three learning models: experiment prompting, a hypothesis menu, and step guidance. A simulation learning system was implemented based on these three models, and the differences between simulation-based learning and traditional laboratory learning were explored in the context of physics studies. The effects of the support type on learning performance were also quantified. In second-year junior high school students it was found that the outcome for learning about the basic characteristics of an optical lens was significantly better for simulation-based learning than for laboratory learning. We also investigated the influences of different learning models on the students’ abstract reasoning abilities, which showed that the different learning models do not have different effects on individuals with different abstract reasoning abilities. However, we found that students who are better at higher abstract reasoning benefit more from simulation-based learning, and also that the learning results are better for experiment prompting and a hypothesis menu than for step guidance.