國立臺南大學教師基本資料

基本資料
姓名 周保男
系所 教育學系
職稱 副教授
校內分機 765
傳真
辦公室/研究室 A210
E-mail pnchou@gm2.nutn.edu.tw
網址 http://pnchou.wixsite.com/index
專長/研究領域 新興科技融入教學、K-6 創客教育研究、大學工程教育研究
 

畢業學校國別主修學門學位修業期間
The Pennsylvania State UniversityUSALearning Design & TechnologyMEd2006~2007
The Pennsylvania State UniversityUSALearning Design & TechnologyPhD2007~2009

服務機關部門 / 系所職稱服務期間

著作
名稱Female engineering students perceptions of college learning experiences: A qualitative case study in Taiwan
年度2015
類別期刊論文
摘要This study investigated female engineering students’ perceptions of college learning experiences by using the pipeline theory. One-hour qualitative interviews were conducted to obtain details of female engineering students’ learning experiences. Thirty female students of engineering from various engineering majors voluntarily participated in the study. The participants were senior college students from two public universities in Taiwan. Phenomenological qualitative analysis was used to identify five themes in ‘‘the motivation for pursuing an engineering major’’, seven themes in ‘‘learning experiences during higher education period’’, and four themes in ‘‘future career development’’. Overall, most of findings were supported by previous research results.
關鍵字women in engineering; gender study; learning minority; pipeline theory; qualitative research
名稱An investigation of using wiki to facilitate group composition in learning engineering knowledge: A quasi-experimental study
年度2015
類別期刊論文
摘要The purpose of the study was to explore the effect of group composition by using wikis in classrooms. A wiki system was created for students to learn a chemical engineering theme. A quasi-experiment with pre-test and post-test design was adopted to fulfill the research question. The research participants were 116 eighth graders from three classes at a public junior high school in Taiwan. Students from three classes were divided into three types of group compositions: homogeneous, heterogeneous and natural selection groups. A criterion test defined as a learning achievement was developed to measure the students’ understanding of chemical engineering knowledge. The educational experiment lasted for six weeks. ‘Added contents directly related to the course’ and ‘modified contents from other groups’ were two online behaviors defined as wiki performances. The results showed that the effect of group composition did not influence the students’ learning achievements and wiki performances. Even though students, when engaging in wiki environments, in all homogeneous, heterogeneous, and natural selection groups achieved similar learning achievements of engineering knowledge, there were significant differences between their pre-tests and post-tests in all three groups. In particular, students in the heterogeneous group exhibited a better learning improvement than in the other two groups.
關鍵字group composition; wiki system; K-12 engineering education; chemical engineering
名稱 Prezi versus PowerPoint: The effects of varied digital presentation tools on students learning performance
年度2015
類別期刊論文
摘要This study investigated the effect of varied digital presentation tools (PowerPoint and Prezi) on the learning performance of students. The research focus was to evaluate how different presentation technologies used by class instructors affect the knowledge acqui- sition of students. A quasi experimental pre- and post-test control group design was adopted to fulfill the research purpose. The educational experiment was completed within 4 weeks. The participants were 78 fifth-grade students from a public elementary school in Taiwan. Students from three classes were divided into three treatment groups: PowerPoint instruction, Prezi instruction, and traditional instruction. Two quizzes (formative evalua- tion) directly related to learning units were administered to assess the immediate learning outcomes of the students after class. A learning achievement test (summative evaluation) was developed to measure the basic geographical knowledge of the students in a social science class. Two weeks after the summative evaluation was completed, the same learning achievement test with different item numbers (delayed summative evaluation) was employed to assess the long-term learning effects of the students. The results showed that Prezi was a more effective instructional medium for knowledge acquisition compared with traditional instruction. PowerPoint demonstrated instructional effectiveness on only the long-term learning retention of the students compared with traditional instruction. However, no significant difference was observed among the three types of tests in Prezi and PowerPoint instruction.
關鍵字Digital presentation tool, Slide format and design ,Instructional media in the classroom, Instructional media evaluation ,Media selection strategy
名稱Epistemological Beliefs of Electrical Engineering: A Case Study
年度2016
類別期刊論文
摘要This study investigates electrical engineering students’ engineering epistemological beliefs by using the Chinese version of the Epistemological Beliefs Assessment for Engineering (CEBAE). We recruited 468 electrical engineering students from two research-based universities in Taiwan. Prior to the study, confirmatory factor analysis and reliability testing involving 188 engineering students were performed to evaluate the validity and reliability of the CEBAE. The results revealed that Taiwanese engineering students in research-based universities had only slightly sophisticated engineering epistemological beliefs. Students’ educational backgrounds influenced their engineering epistemological beliefs. As the grade level progressed, students’ engineering epistemological beliefs became more sophisticated (with the exception of the third year). Female engineering students exhibited significantly more sophisticated engineering epistemological beliefs compared with their male counterparts.
關鍵字engineering epistemology; electrical engineering education; engineering philosophy
名稱Utilizing 3D open source software to facilitate student learning of fundamental engineering knowledge: A quasi-experimental study.
年度2017
類別期刊論文
摘要This study explored the effect of Google SketchUp on students’ learning achievements in spatial visualization. A quasi-experimental with pre-test and post-test design was used to conduct the research. Eighty-four fifth graders from a publicelementary school in Taiwan voluntarily participated in the study. Students from different classes were divided into threeinstructional modules: Google SketchUp (with full features), Google SketchUp (with limited features), and traditionalinstruction (hand-held objects). Students in each of the three experimental groups were instructed to manipulate various3D objects that were created by a class teacher. A criterion test was developed to measure students’ understanding aboutbasic concepts of spatial visualization. The educational experiment was completed within three weeks. The results showedthat Google SketchUp (with full features) was an effective learning tool to support students in developing spatialvisualization skills (F 8.20, p 0.01).
關鍵字spatial visualization; Google SketchUp; open source software; K-12 engineering education
名稱Elementary School Students’ Conceptions of Engineers:A Drawing Analysis Study in Taiwan
年度2017
類別期刊論文
摘要This study investigated elementary school students’ conceptions of engineers by conducting the Chinese-version of theDraw-an-Engineer Test (CDET) in classrooms. A mixed methods research methodology was adopted for achieving theresearch objective. In the quantitative part of this study, a content analysis method was used for analyzing students’drawing contents; in the qualitative part, a phenomenology approach was employed for collecting interview data. A totalof 750 Taiwanese students voluntarily participated in the study. Quantitative findings showed the presence of genderstereotypes of engineers, specific types of engineers, and major conceptions of engineers in the drawings. Qualitativefindings indicated that family members and mass media strongly influenced students’ conceptions. Overall, most findingswere supported by previous research results. However, the information on the proportion of stereotypes, types, andconceptions of engineers was unique to the current study
關鍵字K-12 engineering education; conceptions of engineer; engineering epistemology
名稱BYOD or not: A comparison of two assessment strategies for student learning
年度2017
類別期刊論文
摘要This study investigated the effects of the BYOD (bring your own device) approach on student language learning. In the research scenario, junior high school students brought their Android-based smart phones to class in order to engage in language evaluation activities, where an application (app) called Socrative was used as a learning assessment tool. A quasi-experimental pre-test and post-test control group design was used to answer the research question. 46 eighth-grade students from two classes at a public junior high school in Taiwan participated in the four-week educational experiment. Student participants received 6 quizzes as a formative evaluation during the experiment. A learning achievement test (summative evaluation) was developed to measure the students understanding of English vocabulary and grammar. One month after the completion of the summative evaluation, the same achievement test (delayed summative evaluation) with different item numbers was administered to assess the long-term transfer of learning in the students. A self-report questionnaire and an informal interview were used to ascertain the students learning experiences. The formative evaluation results showed that students in the traditional instruction class outperformed those in the BYOD instruction class because several BYOD students were not familiar with the BYOD approach. Although the BYOD and the traditional instruction approaches yielded similar summative evaluation and delayed summative evaluation results, the BYOD approach demonstrated a valuable benefit on the students long-term transfer of learning. Students in the BYOD instruction class exhibited a steady growth on learning outcomes and subsequently scored higher on the learning retention segment of the study. In addition, the BYOD teaching practice advanced the students’ second language learning experiences, particularly regarding learning motivation and in- terest. The results of the study suggested that schools and teachers should explore creative ways to integrate traditional and BYOD approaches.
關鍵字
名稱Lets draw: Utilizing interactive white board to support kindergarten childrens visual art learning practice
年度2017
類別期刊論文
摘要Compared to other academic disciplines, interactive white board (IWB) research in early childhood education is still in its infancy. To add more knowledge base regarding the instructional effectiveness of IWB for young children, this study aimed to investigate educational phenomenon of using an IWB to teach visual art to kindergarten students. The study adopted a qualitative case study to fulfill the research purpose. The research participants were 25 children aged 5 to 6 years old from a public kindergarten in Taiwan. The qualitative study lasted for four months of one semester. Multiple qualitative data sources were collected from students, teachers, and parents. A qualitative analysis method identified seven major themes. The results indicate that the IWB is an effective learning tool for enhancing students’ learning interest and motivation during visual art instruction. The IWB may facilitate discussion about learning process, resulting in more diverse elements in children’s paper-based drawings. Schoolteachers and parents both witnessed the positive effect of IWB use on children’s drawing instruction. In particular, IWB integration strongly supports students with special learning needs. Based on IWB implementation experiences, several instructional implications for early childhood educators who are interested in IWB adoption in classrooms are proposed.
關鍵字
名稱Elementary School Students’ Conceptions of Engineers: A Drawing Analysis Study in Taiwan
年度2017
類別期刊論文
摘要This study investigated elementary school students’ conceptions of engineers by conducting the Chinese-version of the Draw-an-Engineer Test (CDET) in classrooms. A mixed methods research methodology was adopted for achieving the research objective. In the quantitative part of this study, a content analysis method was used for analyzing students’ drawing contents; in the qualitative part, a phenomenology approach was employed for collecting interview data. A total of 750 Taiwanese students voluntarily participated in the study. Quantitative findings showed the presence of gender stereotypes of engineers, specific types of engineers, and major conceptions of engineers in the drawings. Qualitative findings indicated that family members and mass media strongly influenced students’ conceptions. Overall, most findings were supported by previous research results. However, the information on the proportion of stereotypes, types, and conceptions of engineers was unique to the current study.
關鍵字
名稱新興科技提昇國小學童工程認知概念之研究:以EVS工具融入電機電子工程教育為例,工程與科技教育學術研討會,2016。
年度2016
類別研討會
摘要本研究旨在分析電子投票系統(EVS)對於國小學童在電機電子工程概念上的學習影響力。本研究採準實驗研究法探求研究問題,實驗設計採前測、後測與雙控制組的模式進行資料收集。研究對象為臺南市某國民小學80 名四年級學生。實驗教學內容含蓋「通路與斷路」、「燈泡的串聯與並聯」與「電池的串聯與並聯」三項。實驗開始前, 學生針對學習成就測驗進行前測。在實驗組中,學生接受電子投票系統教學;在控制組1 中,學生除接受傳統講述教學,教師另搭配課堂討論,誘導學生主動學習;而在控制組2 中,學生僅被動式接受教師的課堂教學。整體教學實驗共進行3 週,實驗結束後,立即進行學習成就後測。研究結果顯示,與傳統教學相比,電子投票系統顯著提升國小學童的工程學習概念。
關鍵字電機電子工程教育 ; 國小工程教育 ; 新興科技融入教學 ; 工程認知概念