科學教育研究所
Permanent URI for this communityhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/61
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 中等學校地球科學「問題解決活動」之實驗教學研究(III)(行政院國家科學委員會, 2000-07-31) 毛松霖; 張俊彥Item The positive and negative effects of science concept tests on student conceptual understanding(Taylor & Francis (Routledge), 2010-01-01) Chang, C. Y; Yeh, T. K.; Barufaldi, J. P.This study explored the phenomenon of testing effect during science concept assessments, including the mechanism behind it and its impact upon a learner's conceptual understanding. The participants consisted of 208 high school students, in either the 11th or 12th grade. Three types of tests (traditional multiple‐choice test, correct concept test, and incorrect concept test) related to the greenhouse effect and global warming were developed to explore the mechanisms underlining the test effect. Interview data analyzed by means of the flow‐map method were used to examine the two‐week post‐test consequences of taking one of these three tests. The results indicated: (1) Traditional tests can affect participants' long‐term memory, both positively and negatively; in addition, when students ponder repeatedly and think harder about highly distracting choices during a test, they may gradually develop new conceptions; (2) Students develop more correct conceptions when more true descriptions are provided on the tests; on the other hand, students develop more misconceptions while completing tests in which more false descriptions of choices are provided. Finally, the results of this study revealed a noteworthy phenomenon that tests, if employed appropriately, may be also an effective instrument for assisting students' conceptual understanding.