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 - 6 of 6
  • Item
    Internet-based science learning: A review of journal publications
    (Taylor & Francis (Routledge), 2011-01-01) Lee, W. Y.; Tsai, C. C.; Wu, Y. T.; Tsai, M. J.; Liu, T.C.; Hwang, F. K.; Lai, C.H.; Liang, J. C.; Wu, H. C.; Chang, C. Y.
    Internet‐based science learning has been advocated by many science educators for more than a decade. This review examines relevant research on this topic. Sixty‐five papers are included in the review. The review consists of the following two major categories: (1) the role of demographics and learners' characteristics in Internet‐based science learning, such as demographic background, prior knowledge, and self‐efficacy; and (2) the learning outcomes derived from Internet‐based science learning, such as attitude, motivation, conceptual understanding, and conceptual change. Some important conclusions are drawn from the review. For example, Internet‐based science learning is equally favorable, or in some cases more so, to learning for female students compared to male students. The learner's control is essential for enhancing students' attitudes and motivation toward learning in Internet‐based science learning environments. Nevertheless, appropriate guidance from teachers, moderators, or the Internet‐based learning environment itself is still quite crucial in Internet‐based science learning. Recommendations for future research related to the effects of Internet‐based science learning on students' metacognitive reflections, epistemological development, and worldviews are suggested.
  • Item
    Comparison of earth science achievement between animation-based and graphic-based testing design
    (Springer Netherlands, 2010-11-01) Wu, H. C.; Chang, C. Y.; Chen, D.; Yeh, T. K.; Liu, C. C.
    This study developed two testing devices, namely the animation-based test (ABT) and the graphic-based test (GBT) in the area of earth sciences covering four domains that ranged from astronomy, meteorology, oceanography to geology. Both the students’ achievements of and their attitudes toward ABT compared to GBT were investigated. The purposes of this study were fourfold as follows: (1) to examine the validity and the reliability of ABT, (2) to compare the difference of ABT and GBT in student achievements, (3) to investigate the impact of ABT versus GBT on student achievements with different levels of prior knowledge and (4) to explore the ABT participants’ attitudes toward ABT in comparison with GBT. A total of 314 students, divided into two groups, participated in the study. Upon completion of the test, the students who took the ABT were given the survey, Attitude toward Animated Assessment Scale (AAAS). The results of the study indicated that ABT was a valid and reliable way of testing. While no significant difference was found between the test formats in student achievements in general, practical significance existed when the study further compared the impact of ABT versus GBT in student achievements with various levels of prior knowledge. It was found that low prior knowledge students performed better in ABT while high prior knowledge students performed better in GBT. Finally, more than 60% of the participants who took ABT were satisfied and held positive attitudes toward ABT.
  • Item
    The design of an animation-based test system in the area of earth sciences
    (Wiley, 2010-05-01) Wu, H. C.; Yeh, T. K.; Chang, C. Y.