97444 research outputs found
Sort by
不同電腦輔助教學(CAI)模式對高中學生「恆星演化」學習成就及其態度之影響
No full text[[abstract]]The purpose of this study was to (1) develop the computer-assisted instruction (CAI) on the subject of Star's Evolution; and (2) examine the effects of different CAI methods on the achievement and attitudes toward CAI of senior high school students. A static-group comparison design involving four classes and 180 students, who were enrolled in a public senior high school in Taipei City, was employed. The experimental group (n=92) received the Teacher-Guided CAI (TGCAI); whereas the comparison groups (n=88) received the Self-Maneuvered CAI (SMCAI). Statistical analyses on the Star's Evolution Test posttest scores indicated that the TGCAI was nearly more effective in promoting students' achievement than was the SMCAI approach given the same coverage of content. Most notably, there were significant differences in favor of the TGCAI on the middle- and lower-achievement students' test performance between the experimental and comparison groups, but not on the higher-achievement students' test performance. Statistical analyses on the Attitudes toward CAI posttest measures revealed that both groups held positive attitudes toward the CAI. However, the SMCAI produced significantly more positive attitudes of students than did the TGCAI on the total scores and "user's interface" sublevel items. Nevertheless, no statistically significant increase or decrease in student attitudes toward the CAI was found for either group on the "frame presentation","subject content", and "whole perception" sublevel items. As a result of the current study, it is suggested that integrating "teacher-guided and self-maneuvered approaches" into CAI seem to have promise in enhancing students' learning of earth-science concepts and promoting students' positive attitudes toward CAI.
Taiwan's 1-9 grades science and technology curriculum standards and its relationship to earth system education
No full text它可行嗎？「地球系統」為整合主軸之教學模組研究
No full text[[abstract]]本研究目的在研發以「地球系統」概念為統整主軸之「地球資源」主題
的教學模組（Earth System - Earth Resources Instructional Module, ESERIM），並
透過實驗教學研究評估此教學模組對高二學生之影響。研究工具包括「ESER 常
識問卷」、「環境態度量表」與「ESER 課程回饋表」。研究設計採用實驗研究
法之單一組前後測設計，並以某國立男女合校之高中二年級學生（n = 119）為
研究對象。研究結果顯示：（1）ESERIM 有助於增進學生在地球資源方面的相
關知識；（2）學生在認知方面的表現，似乎因性別、家長教育程度和最喜歡的
學科而有不同；（3）實驗教學後，學生之環境態度有降低的趨勢，且可能因性
別而有不同；（4）學生之環境態度與其課程回饋之間呈中度正相關；（5）學
生主動的正向回饋，如「透過公聽會，我學習到以不同的角度去看待環境污染
的問題」、「體認經濟發展與環境保護之兩難」等，呼應了ESERIM 之設計理
念與期望；（6）少數學生認為加油站訪查題目重複等因素可能會造成其學習上
的困擾。
Exploring pre-service teachers' attitudes toward the curriculum of natural hazard mitigation
No full text[[abstract]]This study examined pre-service teachers’ knowledge on natural hazard mitigation (NHM) and explored their attitudes toward the curriculum of NHM. The Natural Hazard Mitigation Inventory (NHMI) was developed by us and content-validated by a panel of experts including three university professors and two high school teachers. The instrument consists of five subtests (80 items) and was piloted by administering to a group of 28 pre-service earth science teachers in an institute of teacher education in Taiwan. The instrument was found to be an appropriate measure to examine teacher’s knowledge on and attitudes toward the NHM. The results of the initial survey also suggested that pre-service teachers hold generally positive attitudes toward the curriculum of NHM and possessed relatively proper knowledge on NHM.
什麼才是重要的地球科學概念?從中學地科老師的觀點出發
No full text[[abstract]]本研究旨在抽樣調查台灣地區中等學校地球科學教師對學生應具備之『地球科學素
養』的想法，並分析不同背景教師觀點的異同處。在地球科學知識（概念）的研究結果
顯示：1、教師認為最重要的三個地球科學概念均為偏向有關『環境』方面的議題知識，
這似乎與當前全世界重視環境保護的趨勢相符。2、任教年資不同的老師在地球科學知
識的看法上顯然有較大的差異，年資三年以下的教師認為最重要的地球科學概念是『地
球資源與永續經營』；而任教年資較久的教師卻認為最重要的應該為『認識地球科學』，
這也許和他們以前受到傳統教育的薰陶有關。
Effect of the interaction of instructional delivery model and preference of learning environment on students' attitudes
No full textThe impact of congruency between preferred and actual learning environments on tenth graders' science literacy in Taiwan
No full text[[abstract]]This study explored the effects of congruency between preferred and actual learning environment (PLE & ALE) perceptions on students’ science literacy in terms of science concepts, attitudes toward science, and the understanding of the nature of science in an innovative curriculum of High Scope Project, namely Sci-Tech Mind and Humane Heart (STMHH). A pre-/post-treatment experiment was conducted with 34 Taiwanese tenth graders involved in this study. Participating students’ preferred learning environment perception and pre-instruction scientific literacy were evaluated before the STMHH curriculum. Their perceptions toward the actual STMHH learning environment and post-instruction scientific literacy were also examined after the STMHH. Students were categorized into two groups; “preferred alignment with actual learning environment” (PAA) and “preferred discordant with actual learning environment” (PDA), according to their PLEI and ALEI scores. The results of this study revealed that most of the students in this study preferred learning in a classroom environment where student-centered and teacher-centered learning environments coexisted. Furthermore, the ANCOVA analysis showed marginally statistically significant difference between groups in terms of students’ post-test scores on scientific literacy with the students’ pre-test scores as the covariate. As a pilot study with a small sample size aiming to probe the research direction of this problem, the result of marginally statistically significant and approaching large sized effect magnitude is likely to implicate that the congruency between preferred and actual learning environments on students’ scientific literacy is noteworthy. Future study of this nature appears to merit further replications and investigations.
