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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Item 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.Item Designed features and actual affordances of a computer-based modeling tool(2011-09-09) Wu, P. H.; Wu, H.-K.; Hsu, Y. S.; Hwang, F. K.Item Development of students' inquiry ability in a technology-infused learning environment(2011-09-09) Hsu, Y. S.; Wu, H.-K.; Zhang, W. X.; Wu, P. H.; Hwang, F. K.Item College and graduate students' multivariable reasoning practices in computational modeling(2011-09-09) Wu, H.-K.; Wu, P. H.; Zhang, W. X.; Chang, Y. Y.; Hsu, Y. S.; Hwang, F. K.Item Investigating college and graduate students' multivariable reasoning in computational modeling(Wiley Periodicals, 2013-04-15) Wu, H.-K.; Wu, P. H.; Zhang, W. X.; Hsu, Y. S.Drawing upon the literature in computational modeling, multivariable reasoning, and causal attribution, this study aims at characterizing multivariable reasoning practices in computational modeling and revealing the nature of understanding about multivariable causality. We recruited two freshmen, two sophomores, two juniors, two seniors, four master's students, and four PhD students in atmospheric sciences as participants. Participants’ reasoning practices and understanding of multivariable causality were examined using semistructured interviews and recordings of their computer activities. Analyses show that participants with high expertise tended to take a mechanism approach to predict and identify relationships, focused more on multivariable relationships, and purposefully selected and tested variables. The findings also indicate that understanding about multiple causality involved recognition and identification of the integration rules of multiple effects and the attributes of variables (e.g., interactive and reciprocal) and relationships (e.g., direction and feedback loop). Additionally, this study suggests an interaction between participants’ reasoning practices and their understanding of multivariable causality; participants’ understanding about the integration rules and the attributes could initiate reasoning practices, and by the enactment of practices, the rules and attributes were confirmed and examined. This study provides insight into the nature of multivariable reasoning and the design of computer-based modeling tools.Item Establishing the criterion-related, construct, and content validities of a simulation-based assessment of inquiry abilities(Routledge, 2013-12-23) Wu, P. H.; Wu, H.-K.; Hsu, Y. S.The emphasis on scientific inquiry has increased the importance in developing the fundamental abilities to conduct scientific investigations and urged a need for valid assessments of students' inquiry abilities. We took advantage of the advanced technology to develop a simulation-based assessment of inquiry abilities (SAIA) that allowed students to generate scientific explanations and demonstrate their experimental abilities. This paper describes the validation of the assessment. Data were collected from 48 12th-grade students at a local high school who were categorized into three groups based on their program majors. Both quantitative and qualitative approaches were utilized to validate SAIA. The quantitative results showed that SAIA was aligned with a validated reasoning-skill test (criterion-related validity), discriminated variance among different groups (construct validity), and was highly suitable for examining inquiry abilities (content validity). Additionally, we utilized the think-aloud technique in order to identify the performances exhibited by students while they accomplished the SAIA tasks. The protocol analysis indicated that in general, students demonstrated the expected abilities in SAIA and that their SAIA scores accurately reflected their performance levels of inquiry abilities. The results suggested that SAIA was a valid assessment for evaluating the inquiry abilities of high school students. This study also provided systemic strategies for validating simulation-based assessments.Item Supporting scientific modeling practices in atmospheric sciences: Intended and actual affordances of a computer-based modeling tool(Routledge, 2013-06-27) Wu, P. H.; Wu, H.-K.; Kuo, C. Y.; Hsu, Y. S.Computer-based learning tools include design features to enhance learning but learners may not always perceive the existence of these features and use them in desirable ways. There might be a gap between what the tool features are designed to offer (intended affordance) and what they are actually used (actual affordance). This study thus aims at investigating how the design features of a computer-based tool supported high school students' modeling practices in atmospheric sciences. Twenty-three 10th graders participated in 16 hours of learning activities by using the tool. We conducted a detailed analysis of students' computer activities, their use of the design features, and their building, testing, analyzing, and evaluating practices. The analysis showed that while some design features such as Variable List and Testing Variables were perceived by students and successfully afforded their enactment of building and analyzing practices, other features including Screen Shot and Edit were rarely used or not utilized in the desirable ways. Based on the findings, this study suggests that the realization of intended affordances may involve factors of learners' characteristics, the nature of learning activities, and the complexity of tasks, and constructs an affordance analysis scheme to inform the design of computer-based learning tools.