研究發展處

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Subject: search.filters.subject.科學

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    Analytical Study on the Creative Thinking Ability of the Mathematics and Science Gifted High School Students
    (國立臺灣師範大學研究發展處, 1994-06-??) 魏明通
    本研究計畫是對全國設有科學資優班的十二所高級中學高三數理資優 班及普通班學生，給予拓弄思創造力測段並加予分析研究。結果顯示，無粉是流 暢性、變通性及創造性等能力，資優班學生平均得分均較普通班學生為高。另資 優班男生不論在流暢性、獨創性和變通性成績亦高於資優班女生．而其中前二者 達顯著性差異。而普通班男生和女生在三項創造力測驗成績均無顯著性差異。
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    行政三聯制與科學管理
    (國立臺灣師範大學研究發展處, 1981-06-??) 張載宇
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    體育科學中的認知學習對技能學習的影響
    (國立臺灣師範大學研究發展處, 1981-06-??) 黃國義
    The study was conducted during the First Term of 1981. Subjects were 80 male students at the Ho-ping Junior High School, Taipei. According to their Pre-class test results, they were divided homogeneously into 4 groups. Each group received 3 weeks "Basketball Set-Shot" instruction. The teaching methods were:group I: Students were given instructions, demonstration and clue of feed-back.groupII: Students were given instructions, demonstration, However with no clue of feedback. groupIII:Students were given instructions, however with no demonstraction and clue of feedback.grpupIV:Nothing of above mentioned were given.The Purpose of the present research was to investigate:1. The variance from results of teaching Physical Education between cognitive learning and non-cognitive learning.2. The variance among the various Physical Education teaching methods.3. The variance from pre-class test to post-class test of 4 kind of Physical Education Teaching methods.The data were subjected to Analysis of Variance and Posterion Comparisons Newman-Keuls Method. Along with a detailed analysis and discussion, the study drew the following conclusions.1. Teaching Physical education with cognitive learning was signifi-cantly superior to non-cognitive learning (p<.01).2. Teaching Method I was significently superior to Teaching. Method II (p<.01)and superior to Teaching Method III(p<.05)3. Teaching Method II was superior to Teaching Method IV(p<-05)4. Although each teaching method has its strength and weakness, Yet by companing the results of Pre-class test and Post-class test it is found each teaching method have considerable im-porvement(p<.01).
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    中小學科學課程中「物質的粒子概念」之研究
    (國立臺灣師範大學研究發展處, 1985-06-??) 王澄霞; 楊永華
    本研究收集並分析國內外（中、美、英、日）各階段（小學至高中）有關「物質的粒子性」主題概念活動，研討實驗活動所包含的化學概念，建立主題概念的發展順序。分析與比較其所含的科學過程與科學態度，並探討本主題單元實驗活動與概念的銜接問題。特別針對「物質的粒子性」中有關量的處理之實驗活動進行評鑑，經由實做過程獲得具體結果並提供建議。
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    國民中學生物科教學診斷
    (國立臺灣師範大學研究發展處, 1986-06-??) 楊榮祥
    配合行政院國家科學委員會與教育部合辦之73學年度國民中學學習情況調查，設計國民中學生物科成就測驗（Crondach's α=0.84），隨機取樣抽測臺灣地區共86所國民中學之一年級學生17,200人，再從中抽樣972份考卷為樣群，以項目分析法逐題分析，以了解國中生物科教學上及學習上的問題。結果發現教學上較大的缺失有：（1）只顧實驗結果之記憶，而忽略過程之了解；（2）注重片斷知識，而忽略統整綜合所學知識知能力；（3）注意查表（如檢索表）或計算方法之反覆練習，而忽略其所根據之原理法則等。再以北部三校學生（n=320）為樣群，以同地區學校之「教學模式實驗班」為對照（n=392），用團體嵌圖測驗（Witkin等，1971）分數為共變量，就「知識」、「歸納性思考」及「擴散性思考」等三項依變數，進行共變數分析（ANOCOVA）及鄧肯氏新多重差距檢定，結果顯示：教學模式實驗班無論在知識、歸納性與擴散性思考的成就上，均優於樣群（p＜0.01）。