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。

Browse

Search Results

Now showing 1 - 2 of 2
  • Item
    A web-based tutoring system with styles-matching strategy for learning spatial geometry
    (2004-12-17) Wang, H. C.; Li, T. Y.; Chang, C. Y.
    How to incorporate instructional strategies in computer-assisted learning systems in a systematic manner has been a major research topic in recent years. In this paper, a style-matching strategy that attempts to match learning materials ’ styles to learners ’ latent traits is proposed and realized in a Web-based tutoring system, called CooTutor. The mechanism of adaptive material selection takes learners ’ different spatial ability and learning styles into account, and performs traits-based personalization of learning experience. This system is specifically designed to conquer the difficulty of tutoring the topic on fundamental spatial geometry in the curriculums of engineering education. By conducting empirical evaluation with a small group of students, we observe that this adaptive mechanism can prevent potentially harmful scenario of stylesmismatching for learners with extreme learning styles. Suggestions from the empirical evaluations and the analysis of effect sizes are also presented in this paper as implications for further studies.
  • Item
    The comparative efficacy of 2D-versus 3D-based media design for influencing spatial visualization skills
    (Elsevier, 2007-07-01) Wang, H. C.; Chang, C. Y.; Li, T. Y.
    This study explored the effects of 2D- versus 3D-based media representations on the influence of the spatial visualization ability of undergraduate science majors. A pre-test/post-test comparison-group experiment was conducted with 23 participants involved in the study. Participating students were randomly assigned either to the interactive 3D media representation group (n = 13) or the conventional 2D media representation group (n = 10); learning materials in both groups deliver the same information to students, but employ different media representations. All the activities were performed in a self-paced, web-based instructional system. The results of ANCOVA analysis showed statistically insignificant difference between groups in terms of students’ post-test scores on the spatial visualization ability test with the students’ pre-test scores as the covariate. However, a medium effect size was observed in favor of the 3D group in terms of practical significance. As a pilot study with a small sample size aiming to probe the research direction of this problem, the result of medium-sized effect magnitude is likely to implicate that the discrepancy of different representational design on students’ performance of spatial ability assessment is noteworthy. Future study of this nature appears to merit further replications and investigations.