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 - 5 of 5
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    探究動畫為主的遺傳學課程對學生認知負荷與學習成效之影響
    (2011) 楊淇; Chyi Yang
    本研究主要目的為探究動畫為主的遺傳學課程對學生認知負荷與學習成效之影響。動畫課程的內容以遺傳學中的三個抽象概念為主,動畫設計根據認知負荷理論中能降低學習者在學習過程中產生之認知負荷的原則,欲透過動畫課程來提升學習者之學習成效。受試者為台灣北部地區279位七年級學生以隨機分組方式分為三組接受不同型式之遺傳學課程,其中97位學生參與靜態圖片的遺傳學課程,93位學生參與自控程度高的動畫遺傳學課程,89位學生參與自控程度低的動畫遺傳學課程。學生的學習成效以遺傳學概念測驗、遺傳學課程認知負荷自評量表、對生物學的態度量表與結構性訪談進行評量。研究結果指出:(1)提供學習者調控動畫撥放的拖曳軸能夠藉由提升學習者在動畫撥放的自我控制程度來有效降低學習者的認知負荷。(2)自控程度高的動畫課程組之學習者在遺傳學概念測驗的問答題中表現較靜態圖片組與自控程度低的動畫組好。(3)學習者感受到的認知負荷與學習成效呈現負相關。
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    地球科學動畫試題的發展與效能驗證
    (2006) 吳皇慶; Wu Hunag-Ching
    This study tries to develop an animation-based test (ABT) in the area of Earth science. The advantages of ABT includes: (1) To present more authentic situation in an animated testing environment; (2) To assess the learning outcomes with appropriate validity and reliability; (3) To be a more attractive way of testing. The content of the test focuses on four domains in Earth science including astronomy, meteorology, oceanography and geology. “Attitude toward Simulated Assessment Scale”(AAAS) was adapted in this study in order to explore examinees’ perceptions and attitudes toward ABT. This study has found that an animation-based test was more effective to trigger students’ positive attitude than was a graphic-based test. In addition, animation is found to influence students scores- especially for the low-order prior knowledge students. Therefore, it is suggested that the innovative forms of assessments, such as the ABT proposed in the current study, could not only indicate the importance to train cognitive skills to students, but also serve as an alternative and promising vehicle for implementing assessments in high school Earth sciences education.
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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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    Exploring the impact of prior knowledge and appropriate feedback on students' perceived cognitive load and learning outcomes: Animation based earthquakes instruction
    (Taylor & Francis (Routledge), 2012-01-01) Yeh, T. K.; Tseng K. Y.; Cho, C. W.; Barufaldi, J. P.; Lin, M. H.; 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 report involved the assessment of prior knowledge and the appropriate feedback approach, for the purpose of reducing perceived cognitive load and improving learning. The curriculum was comprised of five subunits designed to teach the ‘Principles of Earthquakes.’ Each subunit consisted of three modules: evaluation of prior knowledge with/without in-time feedback; animation-based instruction; and evaluation of learning outcomes with feedback. The 153 participants consisted of 10th grade high-school students. Seventy-eight students participated in the animation-based instruction, involving assessment of prior knowledge and appropriate feedback mechanism (APA group). A total of 75 students participated in animation-based learning that did not take into account their prior knowledge (ANPA group). The effectiveness of the instruction was then evaluated by using a Science Conception Test (SCT), a self-rating cognitive load questionnaire (CLQ), as well as a structured interview. The results indicated that: (1) Students' perceived cognitive load was reduced effectively through improving their prior knowledge by providing appropriate feedback. (2) When students perceived lower levels of cognitive load, they showed better learning outcome. The result of this study revealed that students of the APA group showed better performance than those of the ANPA group in an open-ended question. Furthermore, students' perceived cognitive load was negatively associated with their learning outcomes.