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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    高一地球科學教室學習環境之初探
    (2004) 李旻憲; Min-Hsien Lee
    The chief purpose of this study is to explore the classroom learning environment (LE) at secondary school, includes students’ preference toward classroom LE which focusing on students’ viewpoints (perceptions and fitness) and specifically dealing with student-centred and teacher-centred orientation by an alternative, transverse or macrocosmic standpoint. A pre-test post-test survey design involving 1,234 students from 34 classes enrolled in a compulsory earth science course at 14 schools was adopted. Each student responded to the earth science classroom learning environment instrument (ESCLEI) and completed the earth science learning outcomes questionnaire (ESLOQ) in summer semester from September 2003 to February 2004. We used a class as the unit of analysis in this study. The results showed that students’ preferred and perceived (actual) classroom LEs are much more oriented toward teacher-centred setting then toward the student-centred setting in both pre- and post-test, in spite of the preferred classroom LEs revealed by students’ responses on both subscales are quite similar to each other. The classroom LEs settings are chiefly teacher-centred oriented, although students were also fond of the student-centred settings and it still had a certain extent gap between their preferred and actual (perceived) classroom LEs. Students’ preferred classroom LEs on both subscales tend to regress when they were taught during a semester and their perceived (actual) classroom LEs on teacher-centred orientation have a similar outcome. It is worthy noted that students perceived (actual) much more student-centred oriented classroom LE when they were taught during a semester. Moreover, students’ person-LE fitness (PEF) on both subscales tend to regression when they were taught during a semester, especially in student-center. Results form the simple correlation (r) revealed that there were some positive relationship between classroom climate vector in student-center (CVS) and the diversities of leaning outcomes (i.e. attitude and achievement), and were no significant relationship between CVT and the diversities of learning outcomes. It seem to indicate that the diversities of learning outcomes were tended to increase which if teacher didn’t fitted for students’ perceptions on student-centred orientations in light of current study. Overall, this study revealed the present structure of classroom LE at the secondary school earth science classroom, and it also revealed students’ perceptions and the fitness in classroom LE. Principals and supervisors may use it to help teacher improve their classroom environments. It is noted, however, that there were some relationships between CV and diversity of learning outcomes; it still needed some further investigations to interpret the data given form present study.