教育學院
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教育學院成立於民國44年6月5日，時值臺灣省立師範學院改制為臺灣省立師範大學，初設教育、社會教育、體育衛生教育、家政教育、工業教育五個學系，發展迄今，本院共設有7個學系（均含學士、碩士及博士班）、5個獨立研究所、1個院級在職碩士專班。
本院為國內歷史最久之教育學院，系所規模、師資，及學生品質向為國內首屈一指，培育英才無數，畢業校友或擔任政府教育行政單位首長及中堅人才、或為大學校長及教育相關領域研究人員、或為國內中等教育師資之骨幹、或投入民間文教事業相關領域，皆為提升我國教育品質竭盡心力。此外，本學院長期深耕學術，研究領域多元，發行4本 TSSCI 期刊，學術聲望備受國內外學界肯定，根據 2015 年 QS 世界大學各學科排名結果，本校在教育學科名列第22名，不僅穩居臺灣第一，更躍居亞洲師範大學龍頭。
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Item 生成不同視覺輔助對貝氏推理問題解決之影響—2×2表格與雙樹圖(2024) 蔡欣原; Tsai, Shin-Yuan正確應用貝氏理論進行推理對大多數的人而言不是一件容易的事。過往研究專注在如何使用視覺輔助協助學生解決貝氏推理問題，且大多數的研究結果都一致地發現題目提供2×2表格對解題有最佳的促進效果。然而在缺乏任何視覺輔助的情境下，人們是否能自行建構視覺輔助來解決問題則仍待更多的探索。本研究根據學習者生成性繪圖理論，假設具有與文字相同線性結構的雙樹圖在繪製時可能會較以往促進效果最佳的2×2表格對受試者的解題更有幫助，故嘗試探討受試者自行繪製雙樹圖或2×2表格時對解決貝氏推理問題的影響。研究招募103位18至35歲的受試者進行貝氏推理測驗，受試者依據接收到的視覺輔助被分為純文字組、2×2表格組以及雙樹圖組。實驗分兩階段進行，每階段包含3題計算題及3題決策題，第一階段兩個視覺輔助組別的題目會提供各自的視覺輔助，第二階段則三組皆為純文字，並要求視覺輔助組別作圖再解題。第一階段結果發現，視覺輔助組別的受試者正確率顯著的高於純文字組；而2×2表格組與雙樹圖組在正確率沒有顯著差異，自評難易度上則是2×2表格組顯著較低。第二階段結果發現，視覺輔助組別的受試者正確率仍高於純文字組，但差異僅達邊緣顯著；2×2表格組與雙樹圖組在正確率上依然沒有顯著差異，且自評難易度也依然是2×2表格組顯著較低；繪圖的正確率上2×2表格組與雙樹圖組之差異未達顯著，並且透過相關性分析發現，正確繪圖的數量與解題的正確率具中度正相關。儘管實驗結果並不支持圖像的線性結構有助於繪圖以及解題的假設，但一來可能與天花板效應有關，因受試者大多就讀國立大學，導致本實驗有極高的解題正確率；二來則可能與受試者對特定視覺輔助的熟悉性有關，本研究並未針對受試者對於各種視覺輔助的熟悉度、熟練度進行控制，若學生對2×2表格更為熟悉，則可能導致雙樹圖圖形結構上的優勢難以凸顯出來。後續研究若能改善上述限制，在受試者的招募上進行額外篩選，將有望更了解視覺輔助對人們進行貝氏推理任務的影響。Item 探討早產兒母親育兒健康識能之研究-以自我效能及問題解決為中介變項(2021) 彭築茜; Peng, Ju-Chian目的：為瞭解早產兒母親背景變項對於自我效能、問題解決、健康識能之現況及影響，並探討自我效能與問題解決對於早產兒母親背景變項與健康識能作為中介變項的可能性。 方法：立意取樣北部某醫學中心之新生兒加護病房以及新生兒中重度病房，早產兒母親為研究對象，共113位參與。資料以描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾森相關及多元階層迴歸等統計方法進行分析。 結果：(1)研究對象以早產兒母親為主要照顧者，發現約35歲以上已婚(占9成)居多，教育程度大學以上占8成左右，家管占2成，第一次懷孕占6成，採剖腹產占8成，配偶占9成為最大支持者，育兒知識來源為育兒書籍/雜誌/網站最多，早產兒以男生居多(占5成)，多胞胎近6成，出生週數以34-36週最多占6成。(2)本研究量表採用百分等第分法，整體來看早產兒母親自我效能、問題解決、健康識能各層面之得分分別為74.71%、70.35%、83.87%。(3)多元階層迴歸結果模式可解釋量達到29.1% (F＝4.541, p＜.001)，即對早產兒母親的健康識能具統計顯著影響。 結論：(1)早產兒母親背景變項對健康識能有顯著正向影響﹔(2)早產兒母親背景變項對自我效能與問題解決有顯著正向影響﹔(3)自我效能與問題解決對健康識能有顯著正向影響﹔(4)自我效能與問題解決在早產兒母親背景變項與健康識能間沒有證據顯示有中介效果。 希望本研究之結果可以喚起研究者和臨床工作者，作為未來對於早產兒母親自我效能、問題解決和健康素養能力之重視。Item 性別與性別組合對社交媒體輔助教學之影響—以電腦科學問題解決為例(2014) 古佩宜社交媒體的發展為教育帶來了新的可能性。透過社交媒體，學生可以更容易地分享與討論，許多研究開始探討在社交媒體學習環境下的學習行為，但較少討論性別因素造成的影響。然而現有研究已發現性別組合在社會學習環境中將產生影響。因此，本研究擬探究不同的性別與性別組合，對於社交媒體輔助學習的影響。 本研究使用Facebook社交媒體的社團功能輔助高中之電腦科學教學，以三所臺北市高中一年級學生為實驗對象，將六個班級以跨校方式分為三種組合(男女混合、女女組合、男男組合)，研究中觀察不同的性別與性別組合在Facebook社交媒體上的問題解決表現與歷程之影響。以性別組合為自變項，而問題解決表現、問題解決方法為依變項，將可歸納並分析不同的性別組合對社交媒體上問題解決表現和問題解決方法之影響。 研究結果發現男男組合的學習者比女女組合的學習者和男女混合的學習者利用Facebook社交媒體輔助學習能有較好的問題解決表現，同性組合在Facebook社交媒體輔助學習中亦有較好之問題解決表現。在討論內容方面，三種性別組合使用Facebook社交媒體進行討論皆著重於探索想法、社交以及發表題外話。男男組合在問題解決上有較高的表現可能來自於其在問題解決歷程上較能進展到後面的階段，而其他性別組合由於意見易產生分歧則停留在較初始的階段。本研究結果可提供進行社交媒體輔助教學中性別分組與教學策略設計之參考。Item Mobile guide system using problem-solving strategy for museum learning: asequential learning behavioural pattern analysis(John Wiley & Sons Ltd, 2010-04-01) Sung, Y. T.; Hou, H. T.; Liu, C. K.; Chang, K. E.Mobile devices have been increasingly utilized in informal learning because of their high degree of portability; mobile guide systems (or electronic guidebooks) have also been adopted in museum learning, including those that combine learning strategies and the general audio–visual guide systems. To gain a deeper understanding of the features and limitations of these guide systems in a museum-learning context and also to provide new designs that better guide learners in interacting with peers and exhibitions, in-depth exploration of learners' actual visits and analyses of their behavioural patterns is crucial. This study was based on empirical observation and analysis of the learning behaviours (recorded on video) of 65 elementary-school students who were placed into three groups: mobile guide with problem-solving strategy, audio–visual mobile guide and paper-based learning-sheet guide. By coding and analysing the video and conducting sequential analysis and frequency analysis of learning-related discussion content, behavioural interaction patterns were determined by which the features and limitations of the different types of guides were compared. Among the findings, it was discovered that the students in the problem-solving mobile guide group showed a higher level of two-way interactions with their peers and the exhibits, as well as more learning-related discussions. Relevant suggestions for teachers, researchers and guide-systems developers are also given.Item Exploring knowledge sharing discussion behavioral patterns in e-learning communities: A comparison of peer-assessmentand problem-solving strategy(IJCEELL, 2011-01-01) Hou, H. T.; Chang, K. E.; Sung, Y. T.In a Web 2.0 e-learning context, the knowledge of teachers and learners is often shared via online discussion environments. In-depth exploring the online discussion behavioural patterns for teacher/learner communities with different interactive learning strategies via empirical observations and comparisons may provides important further references for community managers or system developers. In this paper, we summarise a series of our findings of three-empirical studies in Taiwan, and make in-depth comparison and discussions of the online discussion behavioural patterns of two-interactive strategies: peer-assessment and problem solving, then discuss the features and limitations of the strategies. The comparison and discussions may provide some important references for community management and system development in e-learning environments. In turn, we also propose suggestions regarding guiders' intervention, strategy design and intelligent agent development.Item Mobile guide system using problem-solving strategy for museum learning: A sequential learning behavioral pattern analysis(Wiley-Blackwell, 2010-04-01) Sung, Y. T.; Hou, H. T.; Liu, C. K.; Chang, K. E.Mobile devices have been increasingly utilized in informal learning because of their high degree of portability; mobile guide systems (or electronic guidebooks) have also been adopted in museum learning, including those that combine learning strategies and the general audio–visual guide systems. To gain a deeper understanding of the features and limitations of these guide systems in a museum-learning context and also to provide new designs that better guide learners in interacting with peers and exhibitions, in-depth exploration of learners' actual visits and analyses of their behavioural patterns is crucial. This study was based on empirical observation and analysis of the learning behaviours (recorded on video) of 65 elementary-school students who were placed into three groups: mobile guide with problem-solving strategy, audio–visual mobile guide and paper-based learning-sheet guide. By coding and analysing the video and conducting sequential analysis and frequency analysis of learning-related discussion content, behavioural interaction patterns were determined by which the features and limitations of the different types of guides were compared. Among the findings, it was discovered that the students in the problem-solving mobile guide group showed a higher level of two-way interactions with their peers and the exhibits, as well as more learning-related discussions. Relevant suggestions for teachers, researchers and guide-systems developers are also given.