科技與工程學院
Permanent URI for this communityhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/5
沿革
科技與工程學院(原名為科技學院)於87學年度成立,其目標除致力於科技與工程教育師資培育外,亦積極培育與科技產業有關之工程及管理專業人才。學院成立之初在原有之工業教育學系、工業科技教育學系、圖文傳播學系等三系下,自91學年度增設「機電科技研究所」,該所於93學年度起設立學士班並更名為「機電科技學系」。本學院於93學年度亦增設「應用電子科技研究所」,並於96學年度合併工教系電機電子組成立「應用電子科技學系」。此外,「工業科技教育學系」於98學年度更名為「科技應用與人力資源發展學系」朝向培育科技產業之人力資源專才。之後,本院為配合本校轉型之規劃,增加學生於科技與工程產業職場的競爭,本院之「機電科技學系」與「應用電子科技學系」逐漸朝工程技術發展,兩系並於103學年度起分別更名為「機電工程學系」及「電機工程學系」。同年,本學院名稱亦由原「科技學院」更名為「科技與工程學院」。至此,本院發展之重點涵蓋教育(技職教育/科技教育/工程教育)、科技及工程等三大領域,並定位為以技術為本位之應用型學院。
107學年度,為配合本校轉型規劃,「光電科技研究所」由原隸屬於理學院改為隸屬本(科技與工程)學院,另增設2學程,分別為「車輛與能源工程學士學位學程」及「光電工程學士學位學程」。
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Item Application of STEM Web cooperative learning for the senior high school students.(2009-10-15) Liu, Y.-H.; Lou, S.-J.; Shih, R.-C.; Tseng, K.-H.; Chang, C.-C.; Diez, C.-RItem Students' learning satisfaction and progress toward nanometer course employing concept mapping learning Web platform.(2009-06-17) Tseng, K.-H.; Chang, C.-C.; Chao. M.-W.; Tai, W.-S., Huang, Y.-M.Item An empirical case study on the relationship between participation in online discussion and achievement of project-based work(Hauppauge, NY: Nova Science Publisher., 2008-11-01) Chang, C.-C.Item Using a Web-based portfolio assessment system to elevate project-based learning performances.(2011-01-01) Chang, C.-C.; Tseng, K.-H.This study examines the effect of a Web-based portfolio assessment system on the performances of students undertaking project-based learning (PBL). The research targets were 60 students from two grade-8 classes taking senior high school computer courses. The experimental group comprised 30 students, who used the system to perform PBL and assessment in one class. The control group comprised of 30 students who employed conventional assessment for PBL of another class. Experimental results indicate that the system has no significant effect on student achievement, but had a statistically positive effect on self-perceived learning performances. In addition, teacher-assessment and self-assessment of project achievements produced different results.Item Using jigsaw collaborative learning strategy in online discussion to foster a project-based learning community on the web.(2009-08-01) Chang, C.-C.This article mainly describes the use of jigsaw collaborative learning strategy in online discussion to foster the form of an online learning community, called Web-enabled Project-Based Learning Community. Moreover, this article also discusses the concepts of Project-Based and Web-enabled PBL Community, importance of online discussion in community, and jigsaw collaborative learning method. Finally, implications and conclusions are proposed. Keywords: Jigsaw Collaborative Learning, Online Discussion, Project-Based Learning, Learning CommunityItem Applications of cognitive load theory to multimedia-based foreign language learning: An overview.(2009-02-01) Chen, I.-J.; Chang, C.-C.; Lee, Y.-C.Item Self-evaluated effects of Web-Base portfolio assessment for various student motivation levels.(2009-11-01) Chang, C.-C.Item Use and performances of web-based portfolio assessment.(2009-03-01) Chang, C.-C.; Tseng, K.-H.This research explored the influence of a Web-based portfolio assessment system on students' performances. The methodological procedure adopted was to have the experimental group use the system, with the control group using conventional assessment. The study subjects were junior high school students of two computer classes. The experimental results revealed that the use of the system has significant positive influence on students' performances. According to estimated effect size, the most significant indicators were reflection, self-assessment, continuous improvement, goal setting, problem solving, data gathering, work and peer interaction. However, peer-assessment performance was not enhanced significantly. Therefore, one recommendation was to reduce peer-assessment and instead offer specific illustrations to the students as well as the opportunity to drill.Item Cognitive load theory: An empirical study of anxiety and task performance in language learning.(2009-09-01) Chang, I. J.; Chang, C.-C.Introduction: This study explores the relationship among three variables--cognitive load, foreign language anxiety, and task performance. Cognitive load refers to the load imposed on working memory while performing a particular task. The authors hypothesized that anxiety consumes the resources of working memory, leaving less capacity for cognitive activities, and impeding effectiveness. Method: The participants were 88 non-English major students enrolled in a 4-year program at a technical university in Taiwan. The Foreign Language Classroom Anxiety Scale was employed to examine their anxiety levels; the Cognitive Load Subject Rating Scale was utilized to measure their cognitive load while engaging in an English listening comprehension task. Results: The students with higher foreign language anxiety also incurred a higher cognitive load. Foreign language anxiety and cognitive load were in negative correlation with listening comprehension. Discussion: Learners who experience more anxiety incur a heavier cognitive load and receive lower test scores. To enhance learning effectiveness, instructors are encouraged to identify anxiety-provoking situations and provide a supportive learning environment so that the learners can devote their complete working memory resources to the learning tasks. (Contains 3 tables.)Item E-portfolios: A review of an innovative tool for reflection and assessment.(2008-11-01) Chou, P.-N.; Chang, C.-C.With advanced technologies available, multimedia-based e-portfolios are replacing paper-based portfolios. For teaching and learning purposes, e-portfolios have been used at a growing number of education institutions. This article reviews four important issues regarding e-portfolio use in the field of education: benefits, adoption concerns, development model, and pedagogical issues. Potential problems, such as the lack of empirical studies, are identified.