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 From Gene to Education-The ECNG Research Framework: Education, Cognition, Neuroscience, and Gene(Rotterdam, The Netherlands: Sense Publishers., 2012-01-01) Chang, C. Y.; Yeh, T. K.Over the past decade, genetic and neuroscience research have provided exciting breakthroughs for cognitive and educational science. While exploring the mechanism of human behavior, the integration of multiple disciplines (Education, Cognitive psychology, Neuroscience, and Genetic or molecular biology studies) can now serve researchers in furthering their own research and at the same time derive meaningful implications and/or practices for learning and instruction. In this paper, we will first propose an interdisciplinary research framework, then briefly review related literature, and finally present our preliminary work in exploring the associations between genotypes and student cognitive abilities/science achievement.Item Exploring the Impact of Animation-based Genetic Instruction on Students' Perceived Cognitive Load and Learning Outcomes(2012-03-28) Yang, C.; Yeh, T. K.; Chang, C. Y.The aim of this study was to develop an animation-based curriculum and to evaluate the effectiveness of animation-based instruction. The curriculum was designed in certain principles considered cognitive load theory for reducing perceived cognitive load and improving learning. The curriculum was comprised of four subunits to teach the abstract concepts of genetics. There were 190 participants consisted of 7th grade junior high school students. 97 students participated in static graphicinstruction (SI group) and 93 students participated in animation-based instruction (AI group). The effectiveness of the instruction was evaluated by the Genetic Concept Test (GCT test) and a self-rating cognitive questionnaire (CLQ). The results indicated that: (1) Animation-based instruction may be a good strategy to improve abstract concepts comprehensive, (2) Animation-based strategy can reduce the cognitive load than static graphic-based, when students perceived lower levels of cognitive load, they showed better learning outcome.Item Polymorphisms of the dopaminergic pathway in relation to memory in a healthy Chinese population(2011-09-17) Yeh, T. K.; Hu, C. Y.; Lin, P. J.; Cho, Y. C.; Chang, C. Y.Dopamine signaling in the striatum, hippocampus, and prefrontal cortex has been established to play a critical role in the regulating memory. This study explored the association between memory and specific single nucleotide polymorphisms (SNPs) in genes involved in the dopaminergic pathway in a sample of healthy individuals. One hundred and thirty four Taiwanese undergraduate volunteers were recruited. WMS Chinese versions were employed to evaluate subjects’ memory. Auditory memory was associated significantly with the DRD3 (dopamine D3 receptor) Ser9Gly polymorphism. Our study suggests the possible involvement of genetic polymorphisms in DRD3 in the regulation of auditory memory. Future replicated studies with larger sample sizes and studies that take different ethnic groups into consideration are encouraged.Item Association of catechol-O-methyltransferase (COMT) polymorphism and cognition, BMI, blood pressure, and uric acid in a Chinese cohort(2010-09-04) Yeh, T. K.; Chang, C. Y.; Hu, C.Y.; Lin, P. J.; Yeh, T. C.The catechol-O-methyltransferase (COMT) is an intracellular methylation enzyme that catalyzes degradation pathway and inactivates the function of catecholamines and estrogens, both of which are of known importance for cardiovascular risk factors such as obesity and hypertension. A single nucleotide polymorphism (SNP), a G to A transition in exon 4 of the COMT gene resulting in a valine to methionine substitution at residue 158, has been found to be associated with differential COMT activity. We hypothesized that this polymorphism might play a possible contribution for diversity physiology due to the COMT widespread over the organs and tissues. Totally, 711 volunteers, aged 16–17 years old, all physically healthy Han Chinese descendants were recruited. Subjects underwent extensive anthropometric, clinical and biochemical assessment. The result reveals that subjects with Met/Met homozygous displayed higher BMI, diastolic pressure, and uric acid significantly. This finding may suggest a possible risk factor of COMT in obesity, hypertension, and hyperuricemia.Item No association between the COMT polymorphism and Beck youth inventories scores in a Chinese cohort(2010-09-04) Chang, C. Y.; Yeh, T. K.; Hu, C.Y.; Chung, F. T.; Hsiao, C. H.The COMT 158Met allele may be advantageous for PFC-related cognitive abilities; however, it is also associated with increased emotional vulnerability in response to stress or educational adversity. Previously, we found that students who were homozygous for the Met allele tended to perform more poorly in all components of the Taiwanese Basic Competency Test, a national standardized test that measures educational achievement, than students who were homozygous or heterozygous for the Val allele. We speculated that affective factors might overwhelm cognitive abilities in high-stake tests. In this study, we present our preliminary attempts to explore the association between COMT polymorphism and emotion of students. Totally, 703 Taiwanese tenth-grade volunteers were recruited. Scores from the Beck youth inventories were used to evaluate students’ self-concept, anxiety, depression, delinquency, and anger. The three genotype groups did not show any significant differences with respect to all subscales in BYI. However, COMT 158Met/Met homozygous students showed a trend towards better performance in all subscales of the BYI. These findings provide evidence that COMT polymorphism might not be a major determinant of students’ affect behaviors of BYI as previously thought.Item Examining for association between candidate gene polymorphisms in the dopamine pathway and academic achievement in a Chinese cohort(2010-05-30) Yeh, T. K.; Chang, C. Y.; Hu, C.Y.; Li, R. H.; Cheng, C. T.; Chen, M. C.; Li, C. H.This study aimed to explore the association between candidate gene polymorphisms in the dopamine pathway and and students’ academic performance (g factor). The results indicated that COMT Val158Met polymorphism is associated with academic performance. These findings provide evidence that affective factors might overwhelm cognitive abilities in high-stake tests.Item Measuring students' implicit attitudes toward environmental protection(2009-04-21) Chou, T. Y.; Wang, H. C.; Yeh, T. K.; Chang, C. Y.Item The study of COMT polymorphism and academic achievement in Chinese cohort(2009-09-18) Chang, C. Y.; Yeh, T. K.; Tsao, H. J.; Lin, S. L.; Wu, T. M.; Hu, H. K.Catechol-O-methyltransferase (COMT) is a methylation enzyme that catalyzes the degradation pathway and inactivates the function of dopamine which has been widely-accepted candidate for modulating dopaminergic physiology and prefrontal cortex function. The COMT Val158Met has been found to be associated with variation of COMT activity that COMT-158Met may advantageous in PFC-related cognitive abilities, however, 158Met may also associate with increased anxiety, depression, and emotional-vulnerable when exposed to stress or educational adversity. We hypothesized that the genetic polymorphism of COMT might associate with academic performance. In this study, 779 healthy Taiwanese 10th volunteers were recruited. Annual national competitive entrance examination (BCT) scores were used to evaluate their academic performance. The results indicated that the Met homozygous carriers exhibited a trend towards impaired performance in all BCT subjects. The finding provides evidence that affective factors might overwhelm cognitive abilities in high-stake tests like the BCT.Item Using implicit association test to measure students' implicit attitudes toward environmental protection(2010-01-22) Chou, T. Y.; Yeh, T. K.; Chang, C. Y.Item Reconsolidation-induced memory disruption in declarative memory(2009-09-18) Yeh, T. K.; Chang, C. Y.; Lin, M. H.; Chou, T. Y.; Lin, C. Y.; Wang, S. W. S.; Tseng K. Y.; Lo, W. H.Memory reconsolidation theory hypothesizes that a newly-established memory, once retrieved, becomes labile and sensitive to disruption, and a protein synthesis process is required in order to stabilize and maintain the memory as a permanent one. This study aims to explore reconsolidation-induced memory disruption in human declarative memory. One-hundred and eighty-six third-grade elementary school pupils were recruited to the study, and subjects were asked to participate in a 3-day experiment, which including two training sessions separated by a 24-hour interval and an assessment session held on day 3. The result of this study demonstrates the existence of reconsolidation in human declarative memory, and provide evidence the crucial role of reminders in triggering memory reconsolidation. In addition, we also provide evidence of discrimination between temporary forgetting and memory disruption. The results may indicate a direction for ongoing research into the application of reconsolidation theory in clinical therapy and educational practice.
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