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中等學校地球科學「問題解決活動」之實驗教學研究 (I)
No full text[[abstract]]本研究計畫的重點及主要目的為：（一）根據「創造式問題解決」的教學模型，設計八個有關地球科學的教學單元，且以試教實驗教學研究方式運用在中等學校地球科學課堂上，來幫助修正改良此「創造式問題解決」的教學策略；使其更適用於目前的國內中等學校地球科學課。（二）經由深入的文獻探討、並由試教實驗教學所得回饋、及國內外現有測量工具，設計並發展出有關評量「問題解決」的三種工具，其中包括：(1)高層次思考能力量表－參考Bloom's Taxonomy所分類的應用、分析、評鑑等階層；同時根據Biggs & Collis研究所得的SOLO Taxonomy評量方法，來評量學生在高層次思考能力的測驗工具；(2)科學過程技能量表－包含問題覺知、觀察、解釋資料、及形成假設等科學過程能力的評量工具；(3)對科學的能度之量表，以便作為地球科學學生在有關「問題解決」方面的指標及評量工具。（三）將研究所得改良式「創造式問題解決」的教學策略，同時配合研究發展所得有關「問題解決」的評量工具；運用準實驗研究法的「不相等控制組」之實驗設計來驗證其成效。研究結果不但可提供中等學校，在改進地球科學教材及教法上一些重要訊息；同時幫助科學教育研究者及科學教師在「問題解決」的領域中，有更深層的瞭解及學習如何實際在課堂上應用「問題解決」的教學策略。同時希望藉由此研究結果，作為未來設計遠距教學及用於資訊網路上互動「問題解決」教學各方面的基礎。
探究地球科學學習環境的類型及其對學生學習成效的影響(I)
No full text[[abstract]]本計畫旨在深入探究台灣之地球科學學習環境的特質與類型，及其對地球科學學 習成效的影響和其在地球科學學習與教學上的意義。本研究將透過：（1）相關科 學學習環境文獻資料之探討與整理；（2）完成國內外（地球）科學學習環境相關 研究之評析；（3）研究開發一套能確實反映台灣本土地球科學學習環境的量化研 究工具；（4）以此研究工具調查台灣中學地球科學學習環境的可能類型（其中主 要以學生及教師的觀感為依據）；（5）進行量化與質化資料三角校正的交叉分析； （6）以初探性和實驗教學研究配合開發之研究工具，來探究地球科學學習環境 與學習成效間關係等六項研究配套措施來完成此計畫。期能據此計畫的研究成 果，對目前及未來之中等學校地球科學學習及教學和學習環境提出相關之建議與 指引。
卓越數位學習科學研究中心II：全方位的科學教育研究(單一整合型計畫)-卓越數位學習科學研究中心II：全方位的科學教育研究( I )
No full text[[abstract]]The Center for excellence in e-Learning Sciences (CeeLS) extended project: A full-fledged science education study is the continuation of the CeeLS: i4 future learning environment project. Carrying the same objective as the original CeeLS project, the CeeLS extended project anticipates to set up a Smart Lab, a prototype of the Future Innovative Science Learning Environment (FISLE), which comprises of the already developed smart classroom technologies. The smart lab will integrate modern technologies (image processing, speech processing, automatic video processing, speech recognition, text mining, information retrieval, natural language processing, data mining, machine learning, etc) with the aims to create an intelligent classroom embedded with individualized and interactive learning materials. To realize the aforementioned goals, the CeeLS extended project endeavors to bring together a group of experts in the area of science education, cognitive science, computer science, and computer engineering and proposes three closely interrelated research directions: (1) development of smart classroom technologies, (2) educational research in examining students’ cognitive and affective learning outcomes in the FISLE environment, and (3) cognitive research in exploring students’ attention distribution in the FISLE environment. In particular, the CeeLS extended project will tie the aforementioned research directions together to (1) investigate students’ preferences and perceptions towards both the technology-oriented and traditional-oriented features of FISLE, (2) explore how technology-oriented and traditional-oriented components of FISLE may influence teachers’ pedagogies, students’ learning strategies, as well as social-psychological interactions, and (3) determine how students’ preferred-actual learning environment spaces may impact on their science learning achievements and attitudes. The obtained results can then be used to inform computer engineers, researchers, and school practitioners to better integrate technologies in classroom learning environments and facilitate student learning as a whole.
高瞻政策導向計畫-總計畫：外部評鑑
No full text[[abstract]]High Scope program (HSP), as a multi-year research project which National Science Council (NSC) first funds high schools directly, enables the curriculum development to be rooted from the bottom, which is quite essential to Taiwan’s science education. Following the closure of HSP I, HSP II is initiated in order to promote NSC’s policy in cultivating talents in emerging technology, to integrate and continue the HSP I achievements, and to further construct premium science learning environments and broaden international cooperation. HSP II executive office is established on August 2011, with the main tasks as the followings: (1) handle the work of call for proposals for innovative curriculum projects and invite experts for project evaluation; (2) set up project management systems to support the development and implementation of the projects; (3) promote interaction among different domestic educational communities, including conferences for project achievement sharing, dissemination of excellent project outcomes to outlying areas, and academic writing workshops for school teachers; (4) hold international academic activities to engage direct dialogue with researchers from Asian different countries, including conferences between High Scope program of Taiwan and Super Science High School program in Japan and international conferences on science education reform. HSP II Office is created for important practical functions and meanings: The purpose of this project aims to continue running HSP II Office. Through continuing the office, a plenty of resources can be gained to organize activities such as program-related workshops and conferences. These activities shall strengthen embedding science and technology literacy into school education while improving teachers’ professional research abilities, so as to achieve the science education goal of making technology talents cultivation start from high schools.
從跨領域觀點探索科學學習的認知負荷 – 機制，即時偵測，與適性教學
No full text[[abstract]]Cognitive load theory, which suggests that instructional materials should be designed with the goal of reducing unnecessary cognitive load, has been regarded as one of the most influential to science education. The proposed project aims to (1) explore the mechanism of cognitive load, (2) develop one-channel personal EEG detector to real-time monitor individual perceived cognitive load, and (3) develop adaptive instruction based on the mechanism of cognitive load to help learners maintain an optimal level of load. Molecular biology technology (such as next generation sequencing and real-time PCR), neuroimaging technology (such as fMRI, EEG), cognitive abilities batteries, and bioinformation/computer science technology will be utilized to explore the mechanism of cognitive load. Event-relation de-synchronization /synchronization (ERD/ERS) and temporal frequency cross mutual information (TFCMI) technology will utilized to develop personal one-channel EEG detector to real-time monitor individual cognitive load. We will also try to develop collaborative and adaptive instruction based on the mechanism of cognitive load to reduce learners perceived cognitive load and enhance learning outcome. We look forward to sharing our findings on integrating researchers from different fields in order to explore the mechanism of cognitive load, developing a real-time personal cognitive load detector, as well as developing a valid adaptive instruction base in which students?learning can be improved.
