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Item 國中學生設計實驗技能學習層次分析研究(國立臺灣師範大學研究發展處, 1987-06-??) 許榮富本研究係根據現行國中自然學科之課程目標，所進行一系列學科過程技能評鑑工具發展之一。 基於前研究所建立之設計實驗技能組織因子之定性結構化模式，於本研究中再延伸為定量結構，並設計以五個層次作為命題之行為目標及評分準則，佐以現行國中自然科教學目標為內容及難度參考依據。另一方面，根據CRT理論，發展並效化設計實驗技能學習層次分析測驗工具，進而實證且修訂前研究之科學過程技能組織因子半經驗模式。 研究結果發現國一與國二學生間及國一與國三學生間在設計實驗技能上，不論選擇題型或申論題型的學習層次，皆有顯著差異。但是國二、國三學生間沒有顯著差異，顯示學力調查時，不僅必須注意題型設計之意義且作不同題型應作妥切的數據解釋。另一方面，國三學生設計實驗的技能未見成長，頗值得注意。在此研究中，亦同時發現以「變因」及「定性」所形成的學習層次的量化結構，以作為雙向評量準則的設計，確實可行。 在性別的考驗中，於紙筆測驗上，選擇題型未有區別，作答題型則女生優於男生，此發現與英國APU研究結果一致。但是，APU另行再發展實作測驗 ，我國亦宜進行此項研究，以確定那種方式最能公平、確實地反應設計實驗技能的心智能力。Item 噪音對人體聽覺影響之實驗研究(國立臺灣師範大學研究發展處, 1983-06-??) 王老得An experimental study on the noise-induced hearing loss or noise-induced temporary threshold shift (NITTS) of the normal hearing college students (30 male and 30 female) was performed with three kinds of narrow band noise, including 250Hz, 1 KHz and 4KHz octave bands, and six different sound pressure levels of broad band noise, which were used white noise at sound pressure levels of 65, 70, 75, 80, 85 and 90 dB as stimulating tones.The mean age of this study subjects was 21.28 years in male group and 21.8 years in female group. First of all, all subject were measured with their hearing levels by using Rion AA39 audiometer, and then the persons with less 15 dB in average hearing level of speech range (500Hz, 1KHz, and 2KHz) were selected as the normal hearing subjects. The actual mean values were 9.55 dB in male group and 9.83 dB in female group.Two minutes after exposure to each stimulating noise ceased, the subject was retested with the hearing levels on 4KHz and 6KHz, and then compared with that of preexposure to the stimulating noise. If the difference of value between pre-and post-exposure hearing level on 4KHz or 6KHz shows 5 dB or greater, it is defined as a positive response of NITTS.The inciaence of positive TTS2 shows 65% among 60 subjects after 50 seconds of exposure to the broad band noise; and 3.3%, 16.7%, 30% after 50 seconds of exposure at 70 dB SPL to the 250Hz, 1KHz, 4KHz octave-band noises respectively.According to Reed-Muench bioassay method, LD50 value shows 80.99 dB SPL for the white noise exposure, In other words, 50% of subjects in this study group reveals positive TTS2 after exposure for 50 seconds to white noise at 80.99 dB sound pressure level.So the 81 dB SPL of the white noise may be referred to as the risk-criterion limit of "Noise Control Administration in Taiwan" for the broad band noise. If the environmental noise contains the 4KHz or higher pure-tone components and/or high octave bands, the risk-criterion limit must be decreased reasoItem 再結晶實驗技能之精通學習(國立臺灣師範大學研究發展處, 1992-06-??) 王澄霞; 洪志明本研究開發再結晶實驗技能精通學習教材及教學策略，以使學生達到三個連續的學習達成階層：具體、辨認及歸納階層，其效果可用學生學習進步的情形加以評定，並用差、後測之間，實作成果與測驗成績之間，以及一組實驗活動之間等的正相關來評量。學生學習的進步情形，可由在一組實驗活動中S曲線向右移動，P曲線向下移動看出來。紙筆測驗每一試題的CP值都小於0.40，以各題的P對CP作圖，所有試題均位於左上方象限中，此等結果顯示所有試題都良好，每位學生的CS都小於0.40，三個學習達成階層後測2的D值都低於0.3896，紙筆測驗分數高的學生，其再結晶實作所得的晶體產率高，純度也高，其一致程度在具體與辨認階層皆為100％，在歸納階層為91.3％，這些事實可由每位學生學習進步情形得到驗證。由以上結果可以顯示本研究所開發的再結晶實驗技能精通學習教材及教學策略，對於再結晶實驗技能的精通學習相當有效，90％以上的學生都達到歸納階層，故適合於大二有機化學實驗課程。本研究所用的方法，可推廣應用於其他化學實驗技能的教學研究上。Item 以概念分析法探討化學實驗教材之內容(國立臺灣師範大學研究發展處, 1989-06-??) 洪志明本研究使用由Markle和Klausmeier等人所發展出來的概念分析法，來分析化學實驗教材之內容。由概念分析，比較概念的一些正例與非例，可找出 此概念的鑑別性屬性和可變性屬性。這些屬性可用來：(1)寫出概念的最佳定義；(2)設計合理的教學程序；(3)設計相配合的標準參照評量項目。 本研究採用概念分析法，設計化學實驗教材內容分析量表，並分析比較各版本大學化學實驗教材中，「再結晶」技能的實驗內容。研究結果指出各版本教材之缺點， 並建議應改進之項目。Item 「昇華」實驗技能學習成就達成階層之分析研究(國立臺灣師範大學研究發展處, 1990-06-??) 王澄霞; 洪志明化學實驗技能的學習，不是機械式地模仿動作而已，而是要精通學習，除了學會正確的操作之外，要能將所學的實驗技能使用在實際的化學研究實驗上，也就是要能產生學習遷移。本文針對「昇華」實驗技能，作內容分析與其學習成就達成階層分析。由內容分析結果，得到「昇華」實驗技能的鑑別性屬性、可變性屬性、工作流程圖、階層概念圖等。學習成就達成階層分析結果，「昇華」實驗技能的學習達成分為模仿、辨識、歸納和活用等四個連續的階層，各階層有其應具備的能力和行為表現。Item 現行國民中學化學實驗教材之分類及其內含之分析(國立臺灣師範大學研究發展處, 1985-06-??) 陳鏡潭; 連啟瑞The current chemistry experiment material in junior high school of this country has been classified and its contents has also been analysed based on the role of the laboratory in chemistry teaching. According to Ide's report, the chemistry experiment material has been grouped in accordance with the performance goals into the following four types: hypothesis verification, problem inducement, skill training, and "concept fixation". On the other hand, the material has been divided for laboratory outcomes (or functions) established by Shulman and Tamir into five categories: skills, concepts, attitudes, cognitive abilities, and understanding the nature of science.The results of this study by analysis of 74 experiments reveal that: type of "concept fixation" has a majority (60%), and the percentage increases with the in-crease in number of the lectures; type of hypothesis verification is least of all (22%) which decreases with the decrease in number of the lectures. As to its function, almost all the experiments emphasize the nurture of cognitive abilities, skills, and attitudes. Cognitive abilities primarily include: knowledge (88%), analytical thinking (74%), decision making (74%), critical thinking (68%), synthesis (60%), and only 2 items (3%) show up as creativity. Observation composed major parts of skills (96%). Attitudes primarily include: interest (78%), curiosity (70%); each of the items in initiative, perseverance collaboration, responsibility are below 10%. As a result of this study, several notes and comments have been made.