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國中網路虛擬物理實驗室
No full text[[abstract]]The purpose of this study was to investigate the effects of learning
in two kinds of network-based virtual Physics experiment on junior
high school students' performance and attitudes toward virtual
experiments. The achievements of students before and after each
experiment unit were analyzed by test-sheets, learning sheets and
questionnaires. Additional tools include science process skill tests
and Felder's index of learning styles. Comparison was made on two
groups of students. The sample of the study was 128 8th-grade students
of 4 classes in junior high school. The methods of data analyzing were
two ways mixed-design mancova and independent two-way mancova. The
result of the analysis reveals that, (1) The first group scored
significantly higher than the second group. (2) The first group
progressed significantly more than the second group. In the first
group, the scores of the post-test were significantly higher than the
scores of the pre-test in three units. It means that the first group
progressed significantly. (3) There was no significant interaction
between groups and learning styles. For all learning styles, the first
group scored significantly higher than the second group. (4) On the
analysis of attitude toward virtual experiments, students in both
groups show positive acceptance and students in the first group show
more.
Evaluating the reliability and impact of a quality-assurance system for E-learning courseware
No full text[[abstract]]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.
以標準參照的入學考試和班級評量促進科教發展
No full text[[abstract]]眾所周知，憲法是建設國家的基本藍圖。同樣的，在國民教育階段中，執行教育工作的最高指導原則，就是課程標準（curriculum standards），也就是臺灣所稱的課程綱要和能力指標。
Application of Latent Semantic Analysis and Concept Mapping on Evaluation of Text Summarization and Reading Comprehension (I)
No full text[[abstract]]Because concept map is a good representation of knowledge structure, it is used to evaluate students' knowledge. However, the evaluation of concept map is not efficient to be implemented in computer; it is possible better to integrate concept map and LSA approach. In the proposal, we will develop an LSA-based evaluation of concept maps. After finishing the system, we will make an educational experiment to verify the system for educational impacts. The system will use the elementary science as subject and be used in elementary school.
A Network Cooperative Reading Environment Which Integrates Reciprocal Teaching and Direct Instruction (I)
No full text[[abstract]]We will research how to apply direct instruction, reciprocal teaching, and
cooperation of direct instruction and reciprocal teaching to an teaching environment
constructed in the Internet.
The first part is to draw up the teaching flow and teaching strategy of direct
instruction and reciprocal teaching according to the features of the Internet and
network environment.
The second part is to research how to apply the groupware and Internet
computing technology to direct instruction, reciprocal teaching, and cooperation of direct instruction and reciprocal teaching. (1) One is to apply the workflow
management system technology to the flow control of direct instruction and reciprocal
teaching; (2) Using the XML to specify the workflow of direct instruction and
reciprocal teaching; (3) To apply the Web technology to construct the network
teaching environment.
The third part is to experiment our system to the 5th and 6th grade students of
elementary school.
We will finish the project in three years. In the first year, we will design the
network teaching environment for direct instruction and reciprocal teaching. Also, the
system will be implemented. In the second year, we will apply our network teaching
system to the 5th and 6th grade students of elementary school. In the third, we will
extend our system with the ability to the teaching strategy of writing.
The Construction of Concept Map and Ability Criterions on Nanotechnology and Energy Curriculums
No full text[[abstract]]This project aims at constructing and integrating concept maps from the “Nano and Energy Resources Technologies” group projects so as to facilitate the establishment of appropriate curricular for different school levels. It will also try to establish the prototype for the corresponding ability standards of the curricular. In the first year, the principal investigators of various group projects, psychologists, science educators and school teachers at all levels will be gathered together to discuss the ingredients for the construction of the concept maps. This will be accompanied by literature review and carry out by means of Delphi technique. Effort will be directed towards accommodating as many features from various group projects as possible. The evaluation on the feasibility of the resulting concept maps will be based on the consensus from all participants. Meanwhile, various workshops on concept map and item writing will be conducted prior to the Delphi meetings. It is projected that preliminary concept maps covering 3 areas (nanotechnology, energy saving and low- carbon) by 3 levels (primary, junior high and senior high) will be constructed by the end of the first year.