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中學數理師資培育整合型研究計畫(I)
No full text[[abstract]]This project intends to develop a math and science teacher education program for secondary schools in three years. The goal of the first year is to collect the viewpoints of directors of high school administration, attending teachers, and beginning teachers regarding the advantage and weakness of the current secondary school teacher education program. Results from questionnaire survey, expert's group discussion, and interview will be conducted a trial secondary school math and science teacher education program for next two years. The trial secondary school math and science teacher education program will be applied to the students of College of Science, National Taiwan Normal University. Criteria to evaluate the secondary school math and science teachers』 professional equipment will be also developed in the second year. The main purpose of the third year is to evaluate the outcomes of trial secondary school math and science teacher education program, using the criteria developed in the second year.
「高」聲遠播「瞻」向未來 成果推廣與評估計畫-總計畫---第一期高瞻計畫之評估與第二期計畫之推動
No full text[[abstract]]This project aims to systemic evaluate the effectiveness of instructions developed from the first high scope program, and to implement the instruction to the national schools. The execution of the project will consist of two components in terms of evaluation and extension, and consist of four subprojects. The first subproject aims to evaluate the effectiveness of instructions on students’ science learning, teachers’ professional development, and schools’ resource integration and coordination. The second subproject is to promote research abilities to science teachers. The third subproject is trying to implement the instructions to the national schools. The forth subproject purpose to implement appropriate instructions to remote schools, based on students’ cognitive development and local culture. It is anticipated that the result of this project will extension fruitful result of first high scope program to the national schools. Moreover, the systemic analysis of the results from the first high scope program can be important indicators in the development of the second high scope program. We expect that executing the proposed project will promote high school students’ science literacy and science teachers’ professional development.
科學教師教學信念與教學實踐關係的研究
No full text[[abstract]]Teachers’ teaching actions and behaviors are related to their beliefs on teaching and learning. Teachers’ beliefs play a significant role in shaping their teaching actions and how students learn. The purpose of this project study is to explore high school science teachers’ beliefs about the nature of teaching and learning and the influence of their beliefs on their teaching practice. The main goals of this three-year project study are (1) to investigate science teachers’ beliefs on the nature of teaching and learning, (2) to examine the influence/interaction relationship between the teacher beliefs and their practice in classroom teaching, and (3) to explore the factors that associated with the development/change of the teachers’ beliefs. Quantitative and qualitative study methods will be employed to achieve the project goals in exploring teachers’ beliefs and the relation between the beliefs and practice. Two questionnaires of Beliefs of Teaching and Learning (BTL) and Instructional Practice (IP) for survey study and one interview protocol of Pedagogical Beliefs Interview (PBI) for qualitative study will be developed for data collection and analysis. The significance of this project study is, in addition to survey study on science teachers’ views on beliefs and practice, research attention will go beyond the understanding the teachers’ beliefs of teaching and learning in general and move towards factors and changes in teachers’ beliefs and examine how the identified factors affect their perceptions of teaching practice in the context of the school environment and thus forming/changing their role image as a teacher. The research outcomes on teachers’ beliefs of teaching and learning would be informative to educators and researchers who concern the implementation of constructivist inquiry-oriented teaching practice for educational reform. The project outcomes will not only to demonstrate how attending to teachers’ teaching beliefs is particularly critical for the efforts of advocating constructivist inquiry-based instruction for science education reform, but also to present a conceptual framework that can guide the reform efforts and teachers professional development designed to support the reform movement.
你可以做個創意媽媽
No full text[[abstract]]1.這是一個以創意掛帥的時代，創意不只應用在藝術層面，也可應用在教育方法。當為人父母者不時地在為孩子的課業成績、人際關係、沒有時間觀念傷腦筋時，不妨先檢視自己的教育方式是否具有創意？只有父母先力行創意教育法，才能培養出有創造力的孩子；孩子有創造力，他面對困難解決困境的能力就會高人一等。
2.作者以其多年推廣各項創意活動及舉辦兒童創意研習營之經驗，明確指出父母具創意的教導方式，才是訓練及激發孩子正向發展、開啟多元智慧的契機。創意，絕大多數是後天環境教育的結果；換句話說，創意並非幻想不可及，它仍是可以用心去思索和追求的。現在開始學習做一個創意媽媽，你我都來的及。
3.本書共分四大篇，作者從如何提升創造力談起，接著提出創意媽媽在教育子女過程中，自己所應具備的創意策略，以及如何培養小孩的創意特質，最後一篇附有父母最困擾的教育問題，作者以策略式的教育方法指導父母如何進行改善。
4.作者目前為師大教授，專攻創意發展，重視下一代的創造力開發，多次舉辦兒童創造力發展研習營，對教育環境的改變有深刻的瞭解，對教學方法的改進有獨特的見解。書中所介紹之教育理論與方法，均有實務經驗為基礎，相當切實可行。
Problem-based learning (PmBL) and project-based learning (PtBL): What is the similar and different in engineering education
No full textThe effectiveness of inquiry-based learning by scaffolding students to ask “5 why” questions
No full text[[abstract]]This study aims to research on the effectiveness of inquiry-based learning from
Scaffolding theory by self-made bread course. The Inquiry-based learning puts more
emphasis on scaffolding learners to ask “5 Why” questions step by step during the process
of making bread, therefore we developed “the fragrance of crystal bread” as a teaching
module by blending approach involving 4 activities such as 1.rearching on the origin of
bread, 2.visiting the instructional resource center of the bakehouse by making bread from
using frozen dough, 3.making bread from using powder, 4.demonstrating the self-made
bread. Qusai-Experimental Study was used in this study. Two groups of students from the
fourth grade in the same school were selected. The experimental group received Inquirybased teaching by the teacher to scaffold them to ask “5 Why” questions; the control group
was taught via the Didactic Instruction Method by encouraging asking questions in 20
classes. After the course, a learning achievement test and Inquiry-based learning
examination were used in the experiment to assess the students’ proficiency in both
treatments. The results were summarized as follows: In terms of learning achievement test,
no significant differences were found. Both groups got good grades. But the experimental group had significant superior performances than the other group on inquiry-learning. They
can specify their problems to think how to solve the problem constantly according to the
details while making bread and apply all the skills learnt from bakehouse, especially in
controlling the time of fermenting dough by kneading, how to stuff bread properly, how to
control the oven and making different shapes of self-made bread.
A study of influential factors for creative teaching
No full text[[abstract]]The purpose of this study is to investigate the influential factors and identify the key factors of teachers’
creative teaching. The study developed a Creative Teaching Factors Interview Outline as research tool to
conduct in-depth interviews with 12 First Prize winners of GreaTeach Award 2003 in order to identify influential
factors of teachers’ creative teaching behaviors and to determine from them the key factors affecting creative
teaching. The research results indicated nine key factors that can affect teachers’ creative teaching behaviors,
namely personal quality, thinking style, family factor, education experience, teaching belief, personal effort,
motivation, professional knowledge, and environmental factor.