教育學院
Permanent URI for this communityhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/1
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 生產導向專題式學習:電腦教師支援協同教學方法之研究(2013) 張凌倩在升學主義導向的高中實施學科專題式學習主要受到授課時數及學科教師教學準備工作繁重的限制，因此往往無法實施或普及。本研究採準實驗法，藉由實際在國內高中電腦課程及其他學科(以地理、英文科為例)實施協同式專題學習，評估在升學主義導向的高中實施專題學習之可行性，透過一年級電腦課程的適當的專題活動設計與學習引導，使學生兼顧學科知識與操作技能的學習，並具備專題式學習能力，並於二年級和三年級的英文科及地理科進行專題式學習。從中了解教師之課前準備、教室管理、成績評量與知能成長情形，以及學生能否同時兼顧學科知識與21世紀技能的學習。本研究以文獻探討、師生訪談紀錄、問卷調查、教學實驗、課堂觀察及後測等方式蒐集所需資料，評估學生學習成效。經過三年的實驗研究，整理出可供國內電腦科教師及其他學科教師參考之建議實施方案。研究結果發現，將專題導向學習應用在高中課程後，學生對於這種教學方式的學習滿意度呈正向反應；而學習成效方面，學生經過專題導向學習之後在學習成效的表現有顯著進步；在實作方面，透過三位教師評分以及學生學習心得、訪談內容三方面綜合分析，大部分學生的作品有深度，而且能夠發揮團隊合作精神以及相關21世紀技能！Item Evaluating the reliability and impact of a quality-assurance system for E-learning courseware(ELSEVIER, 2011-09-01) Sung, Y. T.; Chang, K. E.Assuring e-learning quality is of interest worldwide. This paper introduces the methods of e-learning courseware quality assurance (a quality certification system) adopted by the eLQSC (e-Learning Quality Service Centre) in Taiwan. A sequential/explanatory design with a mixed methodology was used to gather research data and conduct data analyses. Sixty-seven e-learning courseware applications were evaluated using the e-Learning Courseware Quality Checklist (eLCQC). Analyses of item difficulty, item discrimination and generalizability indicated that the eLCQC provides high-quality evaluations. After participating in the certification process, the e-learning producers reported having more confidence in enhancing e-learning courseware quality. The certification experience also helped the producers to change their previous design concepts about e-learning courseware and to develop new concepts; further, their increased confidence about courseware design also enhanced their confidence in marketing courseware.Item Embedding game-based problem-solving phase into problem-posing system for mathematics learning(ELSEVIER, 2012-02-01) Chang,K. E.; Wu, L. J.; Weng, S. E.; Sung, Y. T.A problem-posing system is developed with four phases including posing problem, planning, solving problem, and looking back, in which the “solving problem” phase is implemented by game-scenarios. The system supports elementary students in the process of problem-posing, allowing them to fully engage in mathematical activities. In total, 92 fifth graders from four different classes were recruited. The experimental group used the problem-posing system, whereas the control group followed the traditional paper-based approach. The study investigates the effects of the problem-posing system on students’ problem-posing ability, problem-solving ability, and flow experiences. The results revealed more flow experiences, and higher problem-solving and problem-posing abilities in the experimental group.Item Computer-assisted learning for mathematical problem solving(ELSEVIER, 2006-02-01) Chang, K. E.; Sung, Y. T.; Lin, S. FPrevious computer-assisted problem-solving systems have incorporated all the problem-solving steps within a single stage, making it difficult to diagnose stages at which errors occurred when a student encounters difficulties, and imposing a too-high cognitive load on students in their problem solving. This study proposes a computer-assisted system named MathCAL, whose design is based on four problem-solving stages: (1) understanding the problem, (2) making a plan, (3) executing the plan and (4) reviewing the solution. A sample of one hundred and thirty fifth-grade students (aged 11 years old) completed a range of elementary school mathematical problems and empirically demonstrated. The results showed MathCAL to be effective in improving the performance of students with lower problem solving ability. This evaluation allowed us to address the problem of whether the assistances in various stages help students with their problem solving. These assistances improve students’ problem-solving skills in each stage.Item Effects of computer assisted instruction on students’ achievement in Taiwan(Elsevier, 2007-01-01) Liao, Yuen-kuang CliffA meta-analysis was performed to synthesize existing research comparing the effects of computer-assisted instruction (CAI) versus traditional instruction (TI) on students' achievement in Taiwan. Fifty-two studies were located from four sources, and their quantitative data was transformed into effect size (ES). The overall grand mean of the study-weighted ES for all 52 studies was 0.55. The results suggest that CAI is more effective than TI in Taiwan. In addition, two of the seventeen variables selected for this study (i.e., statistical power, and comparison group) had a statistically significant impact on the mean ES. The results from this study suggest that the effects of CAI in instruction are positive over TI. The results also shed light on the debate of learning from media between Clark and Kozma.Item Computer-assisted learning for mathematical problem solving(Elsevier, 2006-02-01) Chang, Kuo-En; Sung, Yao-Ting; Lin, Shiu-FengPrevious computer-assisted problem-solving systems have incorporated all the problem-solving steps within a single stage, making it difficult to diagnose stages at which errors occurred when a student encounters difficulties, and imposing a too-high cognitive load on students in their problem solving. This study proposes a computer-assisted system named MathCAL, whose design is based on four problem-solving stages: (1) understanding the problem, (2) making a plan, (3) executing the plan and (4) reviewing the solution. A sample of one hundred and thirty fifth-grade students (aged 11 years old) completed a range of elementary school mathematical problems and empirically demonstrated. The results showed MathCAL to be effective in improving the performance of students with lower problem solving ability. This evaluation allowed us to address the problem of whether the assistances in various stages help students with their problem solving. These assistances improve students’ problem-solving skills in each stage.