理學院

Permanent URI for this communityhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/3

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 - 2 of 2
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    An investigation of teachers' beliefs and their use of technology-based assessments
    (ELSEVIER, 2014-02-01) Chien, S. P.; Wu, H.-K.; Hsu, Y. S.
    The purpose of this study was to explore teachers’ beliefs about technology-based assessments (TBAs) and investigate the possible interplay between their beliefs and their usage of TBAs in classrooms. Forty technology-experienced science teachers participated in the study. Their beliefs about and use of TBAs were examined using semi-structured interviews, which were analyzed based on a coding scheme adapted from the decomposed theory of planned behavior (DTPB) model (Taylor & Todd, 1995). The analysis showed that ten components were substantial in the behavioral, control, and normative beliefs. While 85% teachers (34 out of 40) perceived TBAs as useful tools and identified a variety of usefulness, nearly 40% of the participants indicated the difficulties in using TBAs and their beliefs of ease of use were mainly negative. Also, teachers’ control beliefs about TBA focused on the social and external components such as time, supporting personnel, and infrastructure rather than the personal factors. In their normative beliefs, teachers tended to view school policies and parents’ opinions as constraints, whereas they also realized the benefits of using TBAs for learning. Furthermore, three groups of teachers were identified and characterized based on their usage of TBAs. Although some frequent users did not teach in resource-rich schools and faced constraints similar to those encountered by the occasional users, they seemed to actively look for more supports and solutions to overcome the lack of resources and the disapproval from the school administration. The findings extend the DTPB model of technology users by adding important beliefs about teaching and learning.
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    Factors influencing junior high school teachers’ computer-based instructional practices regarding their instructional evolution stages
    (International Forum of Educational Technology & Society, 2007-10-01) Hsu, Y. S.; Wu, H.-K.; Hwang, F. K.
    Sandholtz, Ringstaff, & Dwyer (1996) list five stages in the “evolution” of a teacher’s capacity for computer-based instruction—entry, adoption, adaptation, appropriation and invention—which hereafter will be called the teacher’s computer-based instructional evolution. In this study of approximately six hundred junior high school science and mathematics teachers in Taiwan who have integrated computing technology into their instruction, we correlated each teacher’s stage of computer-based instructional evolution with factors, such as attitude toward computer-based instruction, belief in the effectiveness of such instruction, degree of technological practice in the classroom, the teacher’s number of years of teaching experience (or “seniority”), and the teacher’s school’s ability to acquire technical and personnel resources (i.e. computer support and maintenance resources). We found, among other things, that the stage of computer-based instructional evolution and teaching seniority, two largely independent factors, both had a significant impact on the technical and personnel resources available in their schools. Also, we learned that “belief” in the effectiveness of computer-based instruction is the single biggest predictor of a teacher’s successful practice of it in the classroom. Future research therefore needs to focus on how we can shape teachers’ beliefs regarding computer-based learning in order to promote their instructional evolution.