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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    Validation of a simulation-based assessment of inquiry abilities
    (2013-09-07) Wu, P. H.; Wu, H.-K.; Hsu, Y. S.; Hwang, F. K.
    Students’ fundamental abilities of inquiry are of value in science learning and have been increasingly emphasized as an important component of science education. Some assessments have been developed to measure students’ inquiry abilities, but few of them are simulation-based. To take advantage of the advanced technology, we developed a simulation-based assessment of inquiry abilities (SAIA) that allows students to generate scientific explanations and demonstrate their experimental abilities. This paper describes the validation of the assessment. Data were collected from 48 twelfth grade students at a local high school who were categorized into three groups based on their majored programs. Due to the different learning goals of the programs, students in the three groups were expected to have different levels of inquiry abilities and construct validity was estimated by using the known-groups method. Criterion validity was estimated based on the correlation between SAIA and a validated assessment tool, Classroom Test of Scientific Reasoning (CTSR). Content validity was investigated by examining the agreement among three experts. The results of the Kruskal-Wallis test and the post hoc analysis showed significant differences among three groups (χ2= 24.79, p < .01) so the construct validity of the assessment for distinguishing between the groups was supported. The content validity was confirmed by a satisfactory level of agreement between the experts with Kappa coefficients of .88 and .96. The criterion-related validity was ensured by a positive significant correlation between SAIA and CTSR (r = .40, p < .01). These results indicated that SAIA is a valid assessment to evaluate high school students’ inquiry abilities.