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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Now showing 1 - 4 of 4
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    應用多媒體網路資源輔助教學對國三生地球科學學習成就影響之評估
    (2007) 曾明隆; Ming-Lung Tseng
    本研究主旨在探討應用多媒體「網路資源」輔助國三生學習地球科學的教學法,相對於國中自然科常採用的「講述教學」和「小組合作」等教學方式,對學生在地球科學學習成就之表現的差異所在。研究工具則包含「學習單」、「地球科學學習成就評量題本」、「電腦網路態度問卷」和「地球科學學習態度問卷」。研究設計採準實驗研究法之獨立樣本前後測設計,透過便利取樣方式,選取台北縣都會區之某公立國中100名國三生為研究對象,其中男學生 57 名、女學生 43 名;而分別隸屬於三種不同教學法之班級:網路資源組 32 名、小組合作組 36 名、講述教學組 32 名。由研究資料分析可知,應用「多媒體網路資源」和「異質性小組合作」等教學,相對於「板書式講述教學」,對學生學習國三地球科學,具有顯著的地球科學學習成就影響 ( F=3.371 , p<.038 ) 。雖然採用不同教學法對不同性別學生的分析,在地球科學學習成就的影響未達顯著 ( F=3.871, p<.052 ) ,但存在差異,小組合作組之環境的教學策略似乎有利於男學生學習,可是網路資源組之環境所採用的教學策略,反而有利於女學生的學習。因此建議教師若能彈性運用多媒體網路資源,並配合適宜的教學策略,應能有效促進學生學習。而且偏遠地區軟體教育資源不足的學校,若透過網路運用多媒體資源,應能改進學生在地球科學的學習表現,是為未來可研究方向。
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    地球科學動畫試題的設計與應用
    (臺北市:財團法人大學入學考試中心基金會, 2011-06-01) 吳皇慶; 張俊彥
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    A problem-solving based computer-assisted tutorial for the earth sciences
    (Wiley, 2001-09-01) Chang, C. Y.
    This study investigated the effects of a Problem-Solving based Computer-Assisted Tutorial (PSCAT) on earth science achievement and attitudes toward earth science of tenth graders (16-year olds) in a senior high school in Taiwan. A total of 137 students who were enrolled in four earth science classes participated in this pre-test/post-test control-group experiment. The experimental groups received the PSCAT; whereas the comparison groups received a Lecture-Internet-Discussion (LID) teaching approach. A multivariate analysis of covariance on the post-test scores of the Earth Science Achievement Test and Attitudes Toward Earth Science Inventory, with students' pre-test scores as the covariates, suggested that PSCAT produced (almost) significantly greater gains on students' earth science achievement than did the LID approach and that no statistically significant increase or decrease in student attitudes toward earth science was found for either group.
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    Impacts of an inquiry teaching method on earth science students' learning outcomes and attitudes at the secondary school level
    (行政院國家科學委員會, 1998-01-01) Mao, S. L.; Chang, C. Y.
    This paper summarizes two companion studies that were designed to investigate the impacts of an inquiry teaching method on Earth science students' achievement and attitudes towards Earth science in secondary schools. Subjects were 557 students (9th grade) enrolled in 14 Earth science classes. Two Earth science units, including topics of astronomy and meteorology, were developed and taught using the inquiry-oriented instructional model. The experiment group (n=284) received inquiry-oriented instruction while the control group (n=237) received a more traditional approach over an eight-week period. The dependent variables were measured through the use of: (1) the Earth Science Achievement Test to assess Earth science students' achievement; and (2) the Attitudes toward Earth Science Inventory to measure students' attitudes toward Earth science. Quantitative data were collected on students' pre- and post-treatment achievement and attitudes toward Earth science measures. Analysis of covariance revealed that: (1) the inquiry-oriented instructional method produced significantly greater achievement among ninth grade Earth science students than the conventional teaching approach on both astronomy content (F=9.45, p<0.01) and meteorology content (F=8.41, p<0.01); and (2) students in the experimental group developed significantly more positive attitudes toward Earth science than did those in the control group (F=9.07, p<0.01). In light of these two studies, it is therefore suggested that students can learn Earth science through the inquiry approach. In addition, these findings support the notion that effective instruction of Earth science, such as inquiry-oriented instruction, should be proposed and implemented in secondary schools. The author's abstract in Chinese is included at the end of the document. (Contains 34 references.) (Author/CCM)