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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Item Cloud Clickers: A cross-platform instant response system to increase classroom participation(2013-07-14) Chien, Y. T.; Li, T. Y.; Chang, C. Y.Item For whom is the use of animations better than static graphics to present science test questions(2013-09-07) Chien, Y. T.; Lo, W. S.; Chang, C. Y.Item Initiating a new model to prepare teachers in Mobile‐AssisteD‐teaching (MAD‐teaching)(2012-12-15) Chang, C. Y.; Chien, Y. T.; Lin, M. C.; Chang, Y. H.; Chen, C. L.Item Gender differences in earth science achievement testing: Does visualization modality matter?(2012-11-30) Chien, Y. T.; Wu, H. C.; Chang, C. Y.Item Exploring the feasibility of the MAGDAIRE model to assist pre-service science teachers in learning technology integration(2011-07-02) Chien, Y. T.; Chang, C. Y.Item An animation-based approach to clarify the meanings of questions in a technology-enhanced science learning environment preference questinnaire(2012-03-28) Chien, Y. T.; Chang, C. Y.Based on our previous work on investigating students’ preferences towards science learning environments, we found that students encountered great difficulties in understanding the meaning of questions which described how educational technologies would be used in a classroom setting. Therefore, this study used animations as visual aids to assist students in clarifying the meanings of questions in a technology-enhanced science learning environment preference questionnaire. The purpose of this study was to explore the impact of animation-based items on students’ responses and its association with students’ visual images. The results revealed that students’ responses to the Animation-Based Questionnaire (ABQ) were significantly different from their responses to the Text-Based Questionnaire (TBQ). Moreover, we found that the vividness of students’ visual images is a significant predictor in explaining the students’ response changes between ABQ and TBQ (p = .005). It suggests that the clearer the students’ visual images stimulated from the description of a survey question in TBQ, the more likely the students will change their responses more prominently to that question on ABQ. This finding confirms that students interpret a survey question not only based the verbal representations they form from the question descriptions but also visual images. The questionnaire design should more cautiously take this individual difference into accountItem Minimizing the extraneous cognitive load in learning: Integrating interactive functions into instructional animation(2010-06-15) Chien, Y. T.; Chang, C. Y.Item Leveraging on interactive animation to facilitate student science-process skill learning(2011-04-06) Chien, Y. T.; Chang, C. Y.In this study, a set of computer-based multimedia were designed to assist students in learning topographic measuring. Twenty-seven students were randomly assigned to different multimedia groups, including Static Graphics (SG), Simple Learner-Pacing Animation (SLPA), and Full Learner-Pacing Animation (FLPA). The interactive design of FLPA allowed learners to physically manipulate the virtual measuring mechanism, rather than passively observe dynamic or static images. The results of a one-way ANOVA analysis on students’ self-report cognitive load ratings, practical performance scores, and instructional time-spans revealed that there were statistically significant differences along with large effect sizes of cognitive load ratings and performance levels (f = 0.69 and f = 0.76, respectively) between groups, but there was no significant difference in instructional time-spans between groups (p = 0.637). The post-hoc tests indicated that FLPA imposed less cognitive load on students than did SG (p = 0.007), and FLPA fostered better learning outcomes than both SLPA and SG (p = 0.004 and p = 0.05, respectively). Overall, the media format of FLPA had the best efficiency for facilitating learning. It suggested that the interactive design of FLPA could serve as the aid to ease students’ cognitive load on constructing visual representations.Item The use of a gesture-based for teaching multiple intelligences: A pilot study(Wiley, 2013-09-01) Lin, M. C.; Tutwiler, M. S.; Chien, Y. T.; Chiang, C. Y.; Chang, C. Y.Item Tracking learners' visual attention during a multimedia presentation in a real classroom(Elsevier, 2013-03-01) Yang, F. Y.; Chang, C. Y.; Jien, W. R.; Chien, Y. T.; Tseng, Y. H.The purpose of the study was to investigate university learners' visual attention during a PowerPoint (PPT) presentation on the topic of “Dinosaurs” in a real classroom. The presentation, which lasted for about 12–15 min, consisted of 12 slides with various text and graphic formats. An instructor gave the presentation to 21students whose eye movements were recorded by the eye tracking system. Participants came from various science departments in a national university in Taiwan, of which ten were earth-science majors (ES) and the other 11 were assigned to the non-earth-science group (NES). Eye movement indicators, such as total time spent on the interest zone, fixation count, total fixation duration, percent time spent in zone, etc., were abstracted to indicate their visual attention. One-way ANOVA as well as t-test analysis was applied to find the associations between the eye movement data and the students' background as well as different formats of PPT slides. The results showed that the students attended significantly more to the text zones on the PPT slides and the narrations delivered by the instruction. Nevertheless, the average fixation duration, indicating the average information processing time, was longer on the picture zones. In general, the ES students displayed higher visual attention than the NES students to the text zones, but few differences were found for the picture zones. When the students viewed those slides containing scientific hypotheses, the difference in attention distributions between the text and pictures reduced. Further analyses of fixation densities and saccade paths showed that the ES students were better at information decoding and integration.