對生物學的態度量表

http://www.flaguide.org/tools/attitude/biology_attitude_scale.php
題目如下:

Likert-type scale
Each of the statements below expresses a feeling toward biology. Please rate each statement on the extent to which you agree. For each, you may:
A strongly agree
B agree
C be undecided
D disagree
E strongly disagree

1. Biology is very interesting to me.
2. I don’t like biology, and it scares me to have to take it.
3. I am always under a terrible strain in a biology class.
4. Biology is fascinating and fun.
5. Biology makes me feel secure, and at the same time is stimulating.
6. Biology makes me feel uncomfortable, restless, irritable, and impatient.
7. In general, I have a good feeling toward biology.
8. When I hear the world “biology,” I have a feeling of dislike.
9. I approach biology with a feeling of hesitation.
10. I really like biology.
11. I have always enjoyed studying biology in school.
12. It makes me nervous to even think about doing a biology experiment.
13. I feel at ease in biology and like it very much.
14. I feel a definite positive reaction to biology; it’s enjoyable.Semantic differential scale

Below are some scales on which we would like you to rate your feelings toward biology. On each scale, you can rate your feelings toward biology as an A, B, C, D, or E. There are no correct answers. Also, some of the scales seem to make more sense than others. Don’t worry about it. Just rate your feelings toward biology on these scales as best you can. Please don’t leave any scales blank.
BIOLOGY IS:
15.
Good A B C D E Bad
16.
Clean A B C D E Dirty
17.
Worthless A B C D E Valuable
18.
Cruel A B C D E Kind
19.
Pleasant A B C D E Unpleasant
20.
Sad A B C D E Happy
21.
Nice A B C D E Awful
22.
Fair A B C D E Unfair

Reprinted with permission from the National Association of Biology Teachers. Instrument appears in Russell and Hollander (1975).

(連結到網址可以看到比較漂亮的工具)

應該與喜歡

台灣人很客氣, 總是想著別人.
這讓這地方很溫馨, 但是如果是選研究題目, 就有點ㄦ辛苦加危險了.
總是要研究生挑自己喜歡做的研究題目來做為論文題目, 因為要陪著過漫漫長日, 如果不是喜歡的題目, 會做得很痛苦, 或者是做不下去.
但是, 研究生常常會揣度指導教授的意思來選"應該"選的題目. 結果調呀調的, 變得好像是在為別人做論文, 做得很痛苦, 不知道如何做下去, 還覺得為了成就指導教授的想法, 所以要努力撐著.
學位論文是研究生自己的, 不管聽了多少別人(包括指導教授)的意見, 以後, 妳/你的小孩還是會說: "爸爸(媽媽), 這是你(妳)的論文耶", 應該不會說"這是你(妳)和你(妳)指導教授的論文耶".
~~大家千萬別再客氣囉~~

We didn't start the fire

http://yeli.us/Flash/Fire.html

科教入門

想了解科教的大概面貌嗎 ?
看看這個
http://coehp.uark.edu/pase/itseusa/index.htm
http://coehp.uark.edu/pase/itseusa/Widget/Widget.htm

有人做這種努力, 真好~~

八月到

八月, 以往都是為了投稿NARST而費神, 今年不太一樣.
八月開始, 就是隸屬新單位.
這對於眾研究生們而言, 應該也是新體驗吧!

想東想西, 未知居多, 所以, 只能昭告天下--
盡量做, 今天能做完, 別等到明天.
這個月能收資料, 別等到下個月.
這學期能畢業, 別等到下學期.

大家一起來...

好地方

http://strandmaps.nsdl.org/
網路上好地方真不少
值得看看所謂視覺化學習可以怎樣處理

專業成長研習

之前曾聽前輩說過, 很多專業成長研究, 鎖定對象是自己的學生.
做專業成長研究容易許多, 因為, 學生都會配合著"成長" :-)
必須承認, 當時我沒有真的懂.

在國外做專業成長研究的學者, 很令人敬佩, 因為他們真正面對一般學校教師, 而且目標是看到他們的改變. 注意注意... 不是"要"他們改變ㄛ, 要不來的!!

想到自己在美國參加Brian辦的SWH研習, 德國參加Duisburg-Essen辦的XX課程設計研習時, 老師們都不是像我們的老師那樣忙碌, 同時忙著改作業, 趕下一節上課... 以前覺得我們的老師們很偉大盡職, 現在覺淂, 其實我們虧欠教師太多, 並沒有真正提供他們專業成長的機會.

再者, 提供專業成長機會, 與進行專業成長研究, 又是截然不同的兩回事.
我很高興, 以後自己終於終於敢說, 我們是在做"專業成長研究"了.