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 科學概念認知結構探索(2006) 王鈺棠本研究旨在探索學生科學概念的認知結構與其運用能力的關係。關於認知結構,利用本研究發展之「熱現象的觀察與解釋」問題卷為工具,以概念的廣博度、精確度和概念組成結構等三個觀測量來探討「認知結構」與「學習成就」之間的關係。研究結果發現,此三個觀測量所表現之「認知結構」與學生「學習成就」有著密切的關係,其中特別是「概念組成結構」一項更是「學習成就」高低的關鍵,此一事實適足以提醒吾人教學最重要的關鍵在於使我們能建構高階概念之「組成結構」。而教師在企圖瞭解學生的學習成效時,也應注意此「組成結構」是否已建夠良好。Item 國小學童認知結構發展分析:以探究式教學為例(2008) 黃昭銘; Chao-Ming HuangUnderstanding how people think, organize and develop knowledge is an important issue for educational researchers. Recently, relevant research revealed the connections between cognitive structures and information processing strategies. The research of metacognition also indicated that the metacognition was related to individual’s learning outcomes. Moreover, it revealed that the relationship between metacognition and information processing was significant. This study tried to explore the development of cognitive structure, including the indicators of extent and richness. Besides, the application of metacognitive regulation strategies, including selecting, short-term maintaining, long-term maintaining, updating and rerouting, were explored. Additionally, the usage of information processing strategies, including defining, describing, comparing, conditional inferring and explaining, were also investigated. This study also investigated the effect of instructional modes in these indicators. Besides, this study also tried to construct a convenient questionnaire, Pupils MetaCognition Scale (PMCS), for understanding pupils’ metacognition. This study interviewed 110 Taiwanese elementary students (the sixth graders), who came from four different classes. Two classes were categorized into an experimental group (inquiry instructional mode, n=54) and two classes were categorized into a control group (traditional instructional mode, n=56).According to students’ science achievement, each group of students was categorized into three different achiever groups, including the high achiever group, the middle achiever group and the low achiever group. The interaction between instructional modes and different achiever groups was presented. Data collection covered three different units, including bicycle unit, rust-proof and decay-proof unit, and energy and eco-conservation. The role of knowledge domain was also discussed in this study. The result revealed that the PMCS outcomes were related to the cognitive structure, metacognitive regulation strategies and information processing strategies. The PMCS questionnaire provided a convenient tool in the exploration of metacognition. Besides, the finding also revealed that the flow map method could be extended its potential function and offered for further applications. Besides, this study revealed that the relationship between information processing and metacognitive regulation was significant. This study suggested that the inquiry instructional mode could enhance students’ application of higher-rank strategies in learning, including updating strategy, rerouting strategy, conditional inferring strategy and explaining strategy. The finding indicated that different achiever groups used different strategies in learning. The high achievers outperformed in higher-order strategies, including richness, updating strategy, rerouting strategy, conditional inferring strategy and explaining strategy. The middle achievers used the strategies more frequently than the low achievers; for example, extent, selecting and long-term maintaining. Moreover, it revealed that the interaction between instructional modes and achievement was significant in the indicator, including richness, short-term maintaining strategy and rerouting strategy, especially for the high achievers. This study also explored the role of knowledge domain. According to the findings, it revealed that the effect of knowledge domain was significant across all twelve indicators. The content of instructional activities would influence the connections between prior knowledge and scientific knowledge. The findings also highlighted the importance of prior knowledge. The interaction between knowledge domain and achievement was significant in higher-rank strategies, including richness, updating, rerouting, conditional inferring and explaining. The findings suggested that the students’ learning outcomes mainly depended on students’ academic achievement, application of metacognitive regulation strategies and information processing strategies. It also revealed that different instructional modes, knowledge domain and content of instructional activities influenced students’ performance on their cognitive structures, the usage of metacognitive regulation strategies, and information processing strategies.