科技與工程學院

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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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學院網址：http://www.cot.ntnu.edu.tw/

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Now showing 1 - 3 of 3
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    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.)
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    A toy clinic shop: Innovation management in a Shin-Tai elementary school
    (2008-01-01) Hong, J. C.; Hwang, M.Y.; Liang, H.W.; Chang, H.W.
    In Taiwan there is a declining birth rate and a dramatic increase in the elderly population. There is also the trend of using school space that would otherwise be left unused. The experimental project “Toy Clinic Shop in Elementary School” offers an innovative management model for elementary schools to address these developments. The following are included in the project goals: lifelong learning, service learning, and intergenerational interaction. The Toy Clinic Shop is not only a place offering the opportunity for intergenerational contact, but also for sharing and learning from each other. When the elderly contribute to the shop, they enjoy being with children, and they can experience the so called Ta Tung world of utopia where they enjoy being with young people. Furthermore, schools can benefit from the project because it promotes a school's many functions, collects more resources, creates social value among retired people, and develops the human resource of the elderly.
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    Use root cause analysis teaching strategy to train primary pre-service science teachers
    (2008-12-01) Lu, C. C.; Tsai, C. W.; Hong, J. C.
    This study examined the Root Cause Analysis (RCA) teaching strategy on pre-service primary science teachers and instinct pre-service teachers to apply RCA teaching strategy to science curriculums. RCA Teaching Strategy is to coordinates 5 Why Method and Fishbone Diagram. The participants included 18 pre-service primary science teachers and the training courses for 4 hours a week and lasted for 18 weeks. The result shows that pre-service primary science teachers are gradually familiar with RCA teaching strategy and can apply it to science curriculums from microteaching classroom observation and teaching-portfolios. For example, in "The Influence of Heat on Materials" unit, the fifth grade students observed the balloon on the PET bottle soaked in water swelled. Students would brainstorm all causes of balloon swelled with 5-W method, and draw fishbone diagram together. Finally, they found the root cause with Root Cause Analysis. (Contains 1 figure and 3 tables.)