科學教育研究所
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本所於民國75年秋奉教育部核准設立，經當時理學院吳院長京一、與數學系、物理系、化學系、生物系、地球科學系等系主任，以及本校科學教育學者之籌備和規劃，分別於75年成立博士班，於76學年度招收第1屆博士班學生，83年成立碩士班，於84學年度起正式招收第1屆碩士班學生，87年成立教學碩士班，於88學年度招收第1屆教學碩士班學生。
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Item A web-based tutoring system with styles-matching strategy for learning spatial geometry(2004-12-17) Wang, H. C.; Li, T. Y.; Chang, C. Y.How to incorporate instructional strategies in computer-assisted learning systems in a systematic manner has been a major research topic in recent years. In this paper, a style-matching strategy that attempts to match learning materials ’ styles to learners ’ latent traits is proposed and realized in a Web-based tutoring system, called CooTutor. The mechanism of adaptive material selection takes learners ’ different spatial ability and learning styles into account, and performs traits-based personalization of learning experience. This system is specifically designed to conquer the difficulty of tutoring the topic on fundamental spatial geometry in the curriculums of engineering education. By conducting empirical evaluation with a small group of students, we observe that this adaptive mechanism can prevent potentially harmful scenario of stylesmismatching for learners with extreme learning styles. Suggestions from the empirical evaluations and the analysis of effect sizes are also presented in this paper as implications for further studies.Item The comparative efficacy of 2D-versus 3D-based media design for influencing spatial visualization skills(Elsevier, 2007-07-01) Wang, H. C.; Chang, C. Y.; Li, T. Y.This study explored the effects of 2D- versus 3D-based media representations on the influence of the spatial visualization ability of undergraduate science majors. A pre-test/post-test comparison-group experiment was conducted with 23 participants involved in the study. Participating students were randomly assigned either to the interactive 3D media representation group (n = 13) or the conventional 2D media representation group (n = 10); learning materials in both groups deliver the same information to students, but employ different media representations. All the activities were performed in a self-paced, web-based instructional system. The results of ANCOVA analysis showed statistically insignificant difference between groups in terms of students’ post-test scores on the spatial visualization ability test with the students’ pre-test scores as the covariate. However, a medium effect size was observed in favor of the 3D group in terms of practical significance. As a pilot study with a small sample size aiming to probe the research direction of this problem, the result of medium-sized effect magnitude is likely to implicate that the discrepancy of different representational design on students’ performance of spatial ability assessment is noteworthy. Future study of this nature appears to merit further replications and investigations.