理學院
Permanent URI for this communityhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/3
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 A Digital Platform for Learning and Sharing: The Development of the Open Science Resources Portal(2012-02-20) Hagmann, J. G.; Chang, C. Y.; Palumbo J.The advent of the internet has made the access to digital resources including educational material inexpensive and easy. The exploitation of the content developed by institutions involved in formal and informal learning activities yet is often limited by the lack of visibility, classification and validation of the content. The EU project Open Science Resources aims at the improvement of the accessibility and usability of digital science learning resources through the development of a joint web repository. Set up in 2009 through a consortium of 21 institutions, the portal has been continuously adapted through the involvement of a large number of users in research and training workshops. Research and training workshops as well as summer schools involving teachers, students and general museum visitors have been conducted for the past 26 months in 9 countries parallel to the technical implementation of the portal. The structured activities included a formal introduction to the functionality of the portal, a presentation of contents and the creation of the users' own educational content including educational pathways to be used in classroom activities. Emphasis was given to social tagging of resources for the creation of user based folksonomies. The workshops concluded with a formal validation procedure including the assessment of portal functions and the scenarios of usage. More than 1000 users have been involved in the trials of the portal that already hosts more than 1300 educational materials and more than 100 educational pathways for structured activities. The user feedback led to several modifications of the search functionality and the structure of the educational pathways. 11000 social tags have been added by portal users for the enrichment of the contributer metadata in the IEEE Learning Object Metadata (LOM) standard. As a fraction of such tags is not included in the original database, the analysis of the tags and the user search patterns shows that the tagging helps users to find resources in the repository. For the development of a multilingual web portal of science learning material, field research on learning practices and user expectations is crucial for the improvement of the portal functionality and the creation of communities of practice. The inclusion of non-expert metadata from social tagging enhances the search function beyond expert keywords. To achieve sustainability of the portal beyond the present proof-of-concept, the involvement of a total of 5000 users is intended until May 2012.Item Leveraging educational pathway to bridge in-school and out-of-school science learning: A comparison of different instructional designs(Lithuania:Scientia Socialis, 2012-09-01) Chang, C. Y.; Hagmann, J. G.; Chien, Y. T.; Cho, C. W.A short look on any science center or science museum website reveals that significant amounts of online educational resources have been developed in recent years. However, how can the non-formal online learning resources of science centers/museums support learning activities inside schools? This study leverages the educational pathway of energy resources, designed by the European Open Science Resources project and the Deutsches Museum, to develop in-school learning activities. This research explores the impact of different instructional approaches incorporating the educational pathway, including the Self-Guided Educational Pathway (SGEP) and Teacher-Guided Educational Pathway (TGEP), on Taiwanese high-school students’ science learning outcomes. The results indicate that the TGEP approach provides students significantly higher knowledge gains than the SGEP approach. Moreover, the TGEP approach significantly maintained students’ positive attitudes toward science learning, museum learning, and online museum learning than did the SGEP approach. The results are discussed in terms of both pedagogical designs and the social culture of Eastern Asia.