碩士 / 臺中師範學院 / 自然科學教育學系 / 89 / The purpose of this study was to explore the using of GUI(Graphic User Interface) in computer instruction and refine the teaching model which was based on the constructivism. The effects of computer learning and the ability of computer learning were investigated at the process of modify the teaching model. At pilot study, the initial teaching models of ‘constructivism approach’ were established. Qualitative analysis and action research methods were used at formal study. The researcher chose 8 students from elementary school by criterion sampling that was considerate the students’ gender, the experience of leaning computer and computer resources. The subjects were accepted individual teaching of “word processing”. For collect abound information in the process of teaching, the observation and the interview were used through the tape and the video. The ‘constructivism approach computer instruction model’ had modified after recording and analyzing the data. The outcomes of implementation of computer instruction were perceived by researcher’s interpretation. The major conclusion, based on the findings, were the following: (A) By using GUI in the “word processing” instruction, the students had learned the function of icons. The preserve of learning and the tactic of recall were revealed. (B) Learning by the ‘constructivism approach computer instruction model’, students become to be an “active learners”. The learning of software and operation was spent additional time during teaching. (C) Using GUI in computer learning, the design of software and students’ particular factor were identified that might influence the learning. According to the results of this study, some suggestions of computer instruction and design of human-computer interface were recommended.

碩士 / 臺中師範學院 / 自然科學教育學系 / 89 / A Study on Utilization of Campus Resources for Outdoor Science Instruction by Elementary Science Teachers in Tai-chung Area ABSTRACT The purpose of this study was to investigate the utilization of campus resources for outdoor science instruction by elementary science teachers in Tai-chung area. This research surveyed teachers’ views on the utilization of campus resources for outdoor science instruction in elementary schools, their points of view for outdoor education in campus, the difficulties they were encountered as well as their teaching needs.Questionnaire developed by the researcher served as the research tool, which was supplemented by information from personal interviews. The subjects were drawn from 21elementary schools in Tai-Chung area. A total of 295 questionnaires was sent out and 225 copies were returned. After thorough check, 208 response questionnaires were rated as valid and the valid percent was 70.5%. After analyzing the data, the research findings are presented as follows: When using campus resources for outdoor science instruction, 1.science teachers used them as teaching materials mostly for general biology instruction, but less for geology and conservation instruction. Teachers tended to incorporate a number of teaching and evaluation methods in outdoor science teaching. 2.The kinds of teaching materials, which a new teacher is able to use were the most, but which a new teacher is unable to use were also the most. Most were used in formal science curriculum times, but less in the holidays. 3.Most teachers deemed that such designing for science teaching was helpful for increasing students’ scientific knowledge and skills, raising their interest or motivation, as well as cultivating sound scientific attitude. 4.The main reason for science teachers to use campus resources in outdoor teaching was because they preferred real materials to teach, while lack in the campus resources of their schools was the main reason why science teachers didn’t undertake outdoor science instruction. 5.Most of the ideas in curriculum designing came out of science textbooks or relevant reference books. Besides, the native teaching materials and campus resources happening to match with some hot issues in the news were also important ideas. 6.Support and cooperation from colleagues were mostly used human resources, however, nearly twenty percent of science teachers never sought for help from any human resources. Key words: campus resources, outdoor science education, science instruction

碩士 / 臺中師範學院 / 自然科學教育學系 / 89 / The purpose of this study was to investigate the impact of the notorious 921 Earthquake on senior elementary students in quake area versus non-quake area. The target variables in this study were the knowledge of earthquake, the post-traumatic stress, tendency of aggressive behavior, and post-traumatic learning behavior. Nine elementary schools in quake-area and 12 in non-quake-areas in Tai-Chung County were selected. We then selected students from two classes of 5th grade, and another two classes of 6th grade in each school as the sample. The total subjects from quake area were 733 (390 males and 343 females), and 1201 from non-quake area (603 males and 598 females). “Questionnaire of Quake Knowledge”, “PTSD Questionnaire”, and “Personal Life Experience Questionnaire” were administered. Sixteen subjects were chosen later for interview. The results showed subjects from quake area had better knowledge about earthquake (mean=10.31) than subjects from non-quake area (mean=9.88) at .05 significant level. They also had higher aggressive behavior tendency (mean=67.85) than non-quake area subjects (mean=66.10) at .05 level. No significant result was found on post-traumatic stress. Gender also yielded significant difference. Females had higher stress level (mean=31.36) than males (mean=30.38) at .05 level; whereas males showed more aggressive behavior (mean=68.43) than females (mean=65.53) at .05 level. However, no gender difference was found on knowledge. Interview data suggested elementary students had insufficient knowledge about earthquake in general. And their knowledge was seldom obtained from formal classroom education. Two conclusions were then made. Firstly, the lack of knowledge of natural disaster in elementary school is general and serious. Secondly, the impact of earthquake on elementary students is much more severe in quake area than in non-quake area. Students were influenced both on their general psychological health, and on their learning behaviors.

碩士 / 臺中師範學院 / 自然科學教育學系 / 89 / The purpose of this study was to explore elementary school science teachers’ attitudes toward the teaching on the history of science (HOS). The researcher also analyzed how the independent variables such as science history background, major subject, and experiences in teaching science affected teachers’ attitudes toward teaching HOS. Methods adopted in this study included survey and individual interview. A questionnaire “Attitudes Toward Teaching the History of Science” was developed to understand teachers’ perceptions. The subjects included 245 science teachers selected from forty-five elementary schools in Taichung city and Taichung county (N = 245). The data was obtained from analysis of distribution and three-way ANOVA. In order to further understand the teachers’ attitudes, fourteen teachers were selected and interviewed individually. The results manifested: Teachers exhibited positive attitudes toward with science and history compatibility, conceptual parallel on the value of past scientific theory scientific concept, improper behaviors of scientists could be presented in teaching, and different teaching functions could be applied. It showed that most of teachers agreed to teach HOS in their classes, however, the teaching resources were very insufficient. As to variables of the teachers’ backgrounds, it showed significant different in the dimension of “compatibility” and “conceptual parallel”, the interaction between HOS background and major subject interaction subjects majored in mathematics or science who had taken history and philosophy of science were more significant higher than those who had not. Similarity, subjects who had taken history and philosophy of science and majored in mathematics or science were more significant than those not majored in mathematics or science. In the dimension of “improper behavior” the interaction between factors, it didn’t show any significant different. However, the main effect was significant such as HOS background, major subject, and experiences in teaching science. Those teachers who had taken history and philosophy of science were showed more significant higher than those who had not. Those teachers who majored in mathematics or science were more significant than those who had not. As to teachers experiences in teaching science 1 to 2 years were more significant than 6 to 10 years. In the dimensions of “teaching resources of HOS ” and “teaching functions of HOS”, the interaction between factors were not significantly different. The main effect of HOS’s background was significant different. Those teachers who had taken history and philosophy of science obtained higher than those who had not. The results of interviews indicated that teacher’s attitudes toward teaching the HOS usually considerate from practice experience, and imply fruitful meaning to teaching HOS. Teacher''''s attitudes present which like scholar''''s dialectical relationship.

碩士 / 臺中師範學院 / 自然科學教育學系 / 89 /

碩士 / 臺中師範學院 / 自然科學教育學系 / 89 / This research investigates elementary students'' knowledge, attitude and behavior related to earthquake in one year after 921 earthquake. The subjects for this research were 245 children, 122 forth graders and 123 sixth graders, from an elementary school in Nantau country. A questionnaire was developed for collecting quantitative data. The study also used interviews to obtain qualitative data. The result indicated that (1) the reason to cause earthquake, (2) the method to predict earthquake, (3) the extent of concerning earthquake were different according to grade level and gander most of subjects thought the effective approaches to prevent earthquake disaster were to protect the nature and to heed the construction engineering. TV was mentioned as major source to obtain information about earthquake. The police, the fireman, and the rescue were noted as the status most relevance to earthquake. In addition, children indicted the east and the central part of Taiwan have more potential to cause earthquake in the future. Although they concerned the earthquake damage to human society, children did not reveal pratical action in their daily life for preventing the possible damages caused by the earthquake. Key word : 921 earthquake Disaster area elementary student

碩士 / 臺中師範學院 / 數學教育學系 / 89 / Abstract The main purpose of this research was to explore the effects of the Web-based learning system for mathematical achievement of primary school students with mild mental retardation. An experiment of multiple-baseline design across subjects, which included baseline, treatment, and maintenance phases, was conducted to three students from Pu-Li Primary School. In the baseline phase, researcher only observed three subjects’ behaviors and evaluated their levels of mathematical ability. In the treatment phase, three subjects accepted the intervention of Web-based learning system one after another. When they were taught, researcher observed their behavior simultaneously and evaluated their levels of mathematical ability after teaching. In the maintenance phases, researcher removed all interventions and handled subjects as in the baseline phase. The independent variable of this research is the Web-based learning system for mathematical achievement of students with mild mental retardation. The dependent variables of this research are three subjects’ learning performance of mathematical and inattentive behaviors. The data were analyzed with visual inspection and C statistics of simplified time-series analysis. The results of this study are summarized as follows: 1.The Web-based learning system for mathematical achievement of students with mild mental retardation could enhance three subjects’ learning performance of mathematics. 2.Three subjects’ learning performance of mathematics which gained from Web-based learning system for mathematical achievement of students with mild mental retardation remained after a week. 3.The Web-based learning system for mathematical achievement of students with mild mental retardation could not influence three subjects’ inattentive behaviors significantly. The findings were discussed and recommendations for the teaching and further researches were offered in this research based on the results.

碩士 / 臺中師範學院 / 數學教育學系 / 89 / The entrance examination of every stage of Education is always important in Taiwan. Examinee’s total score is the foundation of school admission. When examinee gets the same total score in lowest admitted criterion, enrolling or not is up to the score of every ordered subject. If examinee’s score accord with the same condition, then school increase the number of students. Hsiang-Chuan Liu (2000) derived point-biserial correlation item discrimination index, which is more powerful than upper-lower item discrimination index. Besides, Liu’s method furthermore improved the rank of Kernel Smoothing Approaches to Nonparametric Item Characteristic Curve Estimation which was pointed by Ramsay in 1991. According to Liu’s (2000) theory, researcher found there’s another problem in Ramsay’s theory. Therefore, researcher designed an applied program that can include the spectrum size ranking of knowledge quantity to analysis the mathematic test of 2000 Institute of Technology Entrance examination in Taiwan. Employed the example, compared the result of IRT and Ramsay’s (1991) ranking theory, researcher found: 1.Point-biserial correlation item discrimination index not also breakthrough the limit of number of examinee and test question, but also consider the answering information of examinees, besides, point-biserial correlation item discrimination index excludes the possibility of denominator of the logit(P)=ln( ) be 0 and ln0. 2.In researcher’s ranking method not only consider the sequence of examinee’s existing knowledge quantity but also improved the difficulty of score ranking. 3.The ranking method which is applied in researcher’s study excludes the problem of original score’s lacking order preserve in IRT and Ramsay’s ranking method, and consider the sequence of examinee’s existing knowledge quantity. It’s applicable for Taiwan’s examination system. 4.Through the analysis of real data, the applied program was designed by researcher is usable and verify Hsiang-Chuan Liu’s ranking method is powerful then IRT and Ramsay’s ranking method.

碩士 / 臺中師範學院 / 國民教育研究所 / 89 / The major purpose of this study is to explore the Teaching Beliefs and Teaching Behaviors of the Elementary Science specialty and non- specialty teachers. By the case study research methods, such as classroom observation, interviews and portfolio documents. The female case teachers, Teacher Lin majored in society and Teacher Chen majored in science were just graduated from college. There were several findings: 1. It''s not consent about Teacher-Lin''s Scientific epistemology and teaching behaviors. Beliefs is bias on falsificationism , but teaching performance is bias on objectivism in activities ; Teacher-Chen''s perceptions of science knowledge is bias on logical positivism , and impact on her teacher beliefs and behaviors . 2. Teacher-Lin''s teaching objects is appreciated on students memorying teacher''s contents in teaching . Listening to teacher''s instructions, and reaching teacher''s claims. Teacher-Chen is appreciated on whether they understand the principles in science knowledge. 3. Two teachers both think it''s too much, complex, difficulty, and lacking cohere on elementary science text-book contents. 4. Teacher-Lin thinks students are impacted on text-scores instruction, and adopted to the methods of memory to gain scores. Teacher-Chen find that students understand science knowledge in mind, so it will be subservien to get knowledge. 5. Teacher-Lin uses speaking methods of teacher center to reach and hopes students to be able to understand knowledge. 6. Two teachers find paper-pencil test is the best ways to hand students'' learning effect, and asking strategy is also using ways in teaching activity. 7. Teacher-Lin isn''t like to teach the science subject, but it''s base on the responsibility of teacher, she must do the best to teach. Teacher-Chen is like to do it and combines with her interest. According to the results, the research provides some suggestions: (1)The agency of teacher preparation can help them to cultivate the second speciality. (2)The agency of elementary administration can arrange with curriculums by teachers'' specialities.(3)Non-professor teachers will participate in more graduated curriculums. Keywords: teaching beliefs, teaching behavior, a case study, scientific epistemology

碩士 / 臺中師範學院 / 國民教育研究所 / 89 / The purpose of this study was to explore the attitudes of the elementary resource teachers toward Individualized Education Program. Both questionnaire survey and interview were used to achieve this purpose. 303 elementary resource teachers from Taiwan area were investigated by a research-constructed questionnaire and 4 of them were then individually interviewed. Various statistics methods, including t-tests, ANOVA, and stepwise regression were employed to analyze the differences among the samples'' background variables. The results are summarized as follows: 1.All elementary resource teachers have positive attitudes toward the implementation of Individualized Education Program, but resource teachers in different demographic and contextual groups responded differently in term of the degree of consent. 2.All elementary resource teachers have positive attitudes toward the integration of Individualized Education Program, but resource teachers in different demographic and contextual groups responded differently in term of the degree of consent. 3.All elementary resource teachers have positive attitudes toward the identification of Individualized Education Program, but resource teachers in different demographic and contextual groups responded differently in term of the degree of consent. 4.The degree of difficulties for implementing Individualized Education Program varies with different elementary resource teachers'' groups. 5.The degree of assistance for implementing Individualized Education Program varies with different elementary resource teachers'' groups.