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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Now showing 1 - 5 of 5
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    An analysis on teacher perspectives about the constructivist instruction
    (2006-04-06) Yang, F. Y.; Chang, C. Y.; Hsu, Y. S.
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    Tracking learners' visual attention during a multimedia presentation in a real classroom
    (Elsevier, 2013-03-01) Yang, F. Y.; Chang, C. Y.; Jien, W. R.; Chien, Y. T.; Tseng, Y. H.
    The purpose of the study was to investigate university learners' visual attention during a PowerPoint (PPT) presentation on the topic of “Dinosaurs” in a real classroom. The presentation, which lasted for about 12–15 min, consisted of 12 slides with various text and graphic formats. An instructor gave the presentation to 21students whose eye movements were recorded by the eye tracking system. Participants came from various science departments in a national university in Taiwan, of which ten were earth-science majors (ES) and the other 11 were assigned to the non-earth-science group (NES). Eye movement indicators, such as total time spent on the interest zone, fixation count, total fixation duration, percent time spent in zone, etc., were abstracted to indicate their visual attention. One-way ANOVA as well as t-test analysis was applied to find the associations between the eye movement data and the students' background as well as different formats of PPT slides. The results showed that the students attended significantly more to the text zones on the PPT slides and the narrations delivered by the instruction. Nevertheless, the average fixation duration, indicating the average information processing time, was longer on the picture zones. In general, the ES students displayed higher visual attention than the NES students to the text zones, but few differences were found for the picture zones. When the students viewed those slides containing scientific hypotheses, the difference in attention distributions between the text and pictures reduced. Further analyses of fixation densities and saccade paths showed that the ES students were better at information decoding and integration.
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    Teacher views about the constructivist instruction and personal epistemology: A national study in Taiwan
    (Taylor & Francis (Routledge), 2008-01-01) Yang, F. Y.; Chang, C. Y.; Hsu, Y. S.
    This study investigated the views about constructivist instruction and personal epistemology of the secondary earth science teachers in Taiwan. Participants were assessed through a paper‐and‐pencil survey and a Learning environment preference questionnaire (LEP) designed to explore personal epistemology. On a five‐point Likert scale, teachers, on average, showed a neutral agreement on constructivist instruction. The content analysis suggested that teachers held alternative views about the nature of the constructivist instruction. LEP scores were found to be statistically associated with gender, education, current teaching level and years of teaching; the score distribution indicated that most teachers had not developed a constructivist‐compatible epistemology. By one‐way ANOVA, it was suggested that views about the constructivist instruction were aligned with personal epistemology.
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    Exploring secondary science teachers' perceptions on the goals of earth science education in Taiwan
    (Taylor & Francis (Routledge), 2009-01-01) Chang, C. Y.; Chang, Y. H.; Yang, F. Y.
    The educational reform movement since the 1990s has led the secondary earth science curriculum in Taiwan into a stage of reshaping. The present study investigated secondary earth science teachers' perceptions on the Goals of Earth Science Education (GESE). The GESE should express the statements of philosophy and purpose toward which educators direct their attention, and provide the visions or broad aims that earth science education is designed to achieve. Based on this rationale, the purpose of this study was to explore teachers' perceptions on the GESE at secondary school level (Grades 7–12) in Taiwan. A national survey of 1,000 earth science teachers was conducted in May 2004, with a response rate of 70.2%. The results revealed that ‘Students acquire basic earth science concepts’ is the most important GESE both in teachers' preferred goal and their actual teaching practice in the secondary earth science education; that there is a major gap between teachers' preferred and actual GESE in terms of ‘Preparing students for the entrance examinations’; and that the differences between teachers' preferred and actual GESE are contingent on the teachers' age, the school size, and the teacher education background of teachers.