理學院

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學院概況

理學院設有數學系、物理學系、化學系、生命科學系、地球科學系、資訊工程學系6個系(均含學士、碩士及博士課程),及科學教育研究所、環境教育研究所、光電科技研究所及海洋環境科技就所4個獨立研究所,另設有生物多樣性國際研究生博士學位學程。全學院專任教師約180人,陣容十分堅強,無論師資、學術長現、社會貢獻與影響力均居全國之首。

特色

理學院位在國立臺灣師範大學分部校區內,座落於臺北市公館,佔地約10公頃,是個小而美的校園,內含國際會議廳、圖書館、實驗室、天文臺等完善設施。

理學院創院已逾六十年,在此堅固基礎上,理學院不僅在基礎科學上有豐碩的表現,更在臺灣許多研究中獨占鰲頭,曾孕育出五位中研院院士。近年來,更致力於跨領域研究,並在應用科技上加強與業界合作,院內教師每年均取得多項專利,所開發之商品廣泛應用於醫、藥、化妝品、食品加工業、農業、環保、資訊、教育產業及日常生活中。

在科學教育研究上,臺灣師大理學院之排名更高居世界第一,此外更有獨步全臺的科學教育中心,該中心就中學科學課程、科學教與學等方面從事研究與推廣服務;是全國人力最充足,設備最完善,具有良好服務品質的中心。

在理學院紮實、多元的研究基礎下,學生可依其性向、興趣做出寬廣之選擇,無論對其未來進入學術研究領域、教育界或工業界工作,均是絕佳選擇。

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Now showing 1 - 2 of 2
  • Item
    Enhancing tenth graders' earth-science learning through computer-assisted instruction
    (The National Association of Geoscience Teachers (NAGT), 2000-01-01) Chang, C. Y.
    Investigates the comparative efficiency of computer-assisted instruction (CAI) and traditional teaching methods on 10th grade students' learning of earth science in Taiwan. Involves a total of 151 students enrolled in four earth science classes and conducts a pretest/posttest control group experiment. (Contains 26 references.) (Author/YDS)
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    Impacts of an inquiry teaching method on earth science students' learning outcomes and attitudes at the secondary school level
    (行政院國家科學委員會, 1998-01-01) Mao, S. L.; Chang, C. Y.
    This paper summarizes two companion studies that were designed to investigate the impacts of an inquiry teaching method on Earth science students' achievement and attitudes towards Earth science in secondary schools. Subjects were 557 students (9th grade) enrolled in 14 Earth science classes. Two Earth science units, including topics of astronomy and meteorology, were developed and taught using the inquiry-oriented instructional model. The experiment group (n=284) received inquiry-oriented instruction while the control group (n=237) received a more traditional approach over an eight-week period. The dependent variables were measured through the use of: (1) the Earth Science Achievement Test to assess Earth science students' achievement; and (2) the Attitudes toward Earth Science Inventory to measure students' attitudes toward Earth science. Quantitative data were collected on students' pre- and post-treatment achievement and attitudes toward Earth science measures. Analysis of covariance revealed that: (1) the inquiry-oriented instructional method produced significantly greater achievement among ninth grade Earth science students than the conventional teaching approach on both astronomy content (F=9.45, p<0.01) and meteorology content (F=8.41, p<0.01); and (2) students in the experimental group developed significantly more positive attitudes toward Earth science than did those in the control group (F=9.07, p<0.01). In light of these two studies, it is therefore suggested that students can learn Earth science through the inquiry approach. In addition, these findings support the notion that effective instruction of Earth science, such as inquiry-oriented instruction, should be proposed and implemented in secondary schools. The author's abstract in Chinese is included at the end of the document. (Contains 34 references.) (Author/CCM)