國立臺南大學專任教師基本資料
姓名周保男
系所教育學系
職稱副教授
校內分機765
EMAILpnchou@gm2.nutn.edu.tw
辦公室A210
網址http://pnchou.wixsite.com/index
專長/研究領域新興科技融入教學、K-5 創客教育研究、大學工程教育研究
學位畢業學校國別主修學門修業期間
MEdThe Pennsylvania State UniversityUSALearning Design & Technology2006~2007
PhDThe Pennsylvania State UniversityUSALearning Design & Technology2007~2009
著作名稱:Electrical Engineering Faculty’s Perspectives Towards Integrating Technologies into Teaching and Learning
年度:2018
類別:期刊論文
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著作名稱: 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
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著作名稱:Elementary school students conceptions of engineers: A drawing analysis study in Taiwan
年度:2017
類別:期刊論文
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著作名稱:Guest editorial: Current trends of K-12 engineering education
年度:2017
類別:期刊論文
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著作名稱: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
著作名稱: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
著作名稱: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.
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著作名稱: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
著作名稱:Epistemological beliefs of electrical engineering students: A case study
年度:2016
類別:期刊論文
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著作名稱: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
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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
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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
著作名稱: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
著作名稱:Global resources in engineering education: A content analysis of worldwide engineering education journals
年度:2014
類別:期刊論文
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著作名稱:Performance, cognitive load and behavior of technology-assisted English listening learning: From CALL to MALL
年度:2018
類別:期刊論文
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著作名稱:Smart Technology for Sustainable Curriculum: Using Drone to Support Young Students’ Learning
年度:2018
類別:期刊論文
摘要:The study developed a sustainable curriculum in which one smart technology (drone) was employed to inspire student learning. The study investigated the effect of using drones on the development of students’ spatial visualization and sequencing skills and examined related instructional tasks for drone use in the classroom. An after-school drone-flying program was developed at a public elementary school in Taiwan, with 10 third-grade students voluntarily participating in a six-week educational experiment. During drone programming training, young children used a visual block programming language on tablet computers to code lightweight drones. A two-phase research model was adopted to collect the necessary information. In the first phase of the model, a design-based research methodology facilitated the overall instruction preparation process for the four-week workshops. The second phase of the model emphasized a mixed-method research approach, employing a quasi-experimental pretest and post-test design to analyze the effect of drone use and a qualitative method to observe students’ learning behavior and programming work. The results showed that drone programming significantly improved students’ learning of spatial visualization and sequencing skills. Gender, as a potential variable, only influenced students’ programming patterns. Specific programming styles, learning behaviors, and instructional design issues were identified for further discussion.
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著作名稱:Using ePortfolio-based learning approach to facilitate knowledge sharing and creation among college students
年度:2018
類別:期刊論文
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著作名稱:Skill development and knowledge acquisition cultivated by maker education: Evidence from Arduino-based educational robotics
年度:2018
類別:期刊論文
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著作名稱:Small or large? The effect of group size on engineering students’ learning satisfaction in project design courses
年度:2018
類別:期刊論文
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著作名稱:Using e-portfolio for learning goal setting to facilitate self-regulated learning of high school students
年度:2018
類別:期刊論文
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著作名稱:BYOD or not: A comparison of two assessment strategies for student learning
年度:2017
類別:期刊論文
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著作名稱:Lets draw: Utilizing interactive white board to support kindergarten childrens visual art learning practice
年度:2017
類別:期刊論文
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著作名稱: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.
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著作名稱: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.
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著作名稱:Is game-based learning better in flow experience and various types of cognitive load than non-game-based learning? Perspectives from multimedia and media richness
年度:2017
類別:期刊論文
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著作名稱:Prezi versus PowerPoint: The effects of varied digital presentation tools on students learning performance
年度:2015
類別:期刊論文
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著作名稱: 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
著作名稱:Female engineering students learning experiences in an industrial senior high school: A preliminary study
年度:2014
類別:期刊論文
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著作名稱:臺灣與美國工程及技術教育課程之比較研究
年度:2016
類別:期刊論文
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著作名稱:跨國專題學習導入國中英語學科教學之質性個案研究。
年度:2016
類別:期刊論文
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著作名稱:Using educational robotics to support elementary school students’ electrical engineering knowledge: A preliminary analysis
年度:2017
類別:研討會
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著作名稱:Enhancing student learning experience by implementing an electronic voting system: A quasi-experimental approach
年度:2017
類別:研討會
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著作名稱:Using 3-D open source software to facilitate students spatial visualization skills
年度:2015
類別:研討會
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著作名稱:Elementary school students conceptions of engineers: A preliminary study
年度:2015
類別:研討會
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著作名稱:Female engineering students perceptions of recruitment motivation and career development: A case study in one research-based university in Taiwan
年度:2014
類別:研討會
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著作名稱:多感官學習導入數位教學簡報之實驗研究:以國中數學單元為例
年度:2017
類別:研討會
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著作名稱:互動式視覺科技導入國中STEM教育之研究:以GeoGebra輔助數學教學為例
年度:2017
類別:研討會
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著作名稱:數位社會性課程對國小自閉症學生情緒行為適應成效之個案研究
年度:2016
類別:研討會
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著作名稱: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
年度:2016
類別:研討會
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