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國立清華大學院務中心應用科學系
歡迎光臨應用科學系
Introduction

History

In 1987, the school system was reformed and was then known as “National Hsinchu Teachers College”; the predecessor of this department “The Department of Mathematics and Science Education” was thus established, comprising the “Science Division” and the “Mathematics Division”. The two divisions were later on expanded into the “Department of Natural Science Education” and the “Department of Mathematics Education” in 2000 after development each of its fields. This department – “Department of Natural Science Education” had thus developed into a specialized education department for the natural science field, and had three divisions under it “biology”, “physics”, and “chemistry”; our objectives at this stage were to cultivate natural science teachers for elementary schools. On August 1st, 2005, our school system was again reformed and was from then on known as “National Hsinchu University of Education”. It was at this time this department changed its name from the “Department of Natural Science Education” to the “Department of Applied Science”, establishing the “Nanoscience Division” and “Life Sciences Division” under it. Our educational objectives were expanded from cultivating natural science teachers for elementary schools to cultivating academic and application talents for life sciences and nanoscience.

 

The predecessor of our graduate program – “Master Program of Mathematics and Science Education” was established in October 1998, and recruited 15 graduate students in May 1999, 8 of which were in the natural science division and 7 in the mathematics division. The “The Department of Mathematics and Science Education” was split into the “Department of Natural Science Education” and the “Department of Mathematics Education” in January 2000 for development reasons, and the “Master Program of Mathematics and Science Education” was established as an independent research institute the “Research Institute of Mathematics and Science” in April 2000, recruiting students for its science division and mathematics division separately. In order to achieve professional education and elevate education quality, we submitted an application to the Ministry of Education in 2003 for department adjustments. On August 1st, 2004, our Research Institute of Mathematics and Science adjusted its natural science division into its Master Program for Natural Science Education and adjusted its mathematics division into its Master Program for Mathematics Education. To this point, the Master Program for Natural Science Education was officially established to cultivate professional education talents for the natural science field. In 2005, our research institute was changed into the present Research Institute of Applied Science in coordination with the school system reform, comprising the life sciences division, the nanoscience division, and the science education division. The main purpose of the Research Institute of Applied Science is to cultivate academic and industrial talents that can do research and can think by themselves, at the same time enhance research on methods and theories of science education to cultivate research and teaching talents for science education.

 

Purpose of Establishment

 This department was originally a department under the traditional teachers college system, and was responsible for cultivating natural science teachers for elementary schools. Before the reform, our only purpose was to cultivate outstanding natural science teachers for elementary schools by helping students build a solid foundation in science education material design, science education theories, and education ideals and teaching methods, at the same time supporting them with good life education. In recent years, however, the demand for elementary school teachers gradually decreased, and we began providing natural science application courses besides teacher training courses. This way our students will not only have the chance to become outstanding elementary school teachers, they will also possess the professional competences in life sciences or nano-technology to make them excellent researchers or technicians.

 

Educational Objectives

In order to cultivate natural science teachers and application talents that meet the society’s requirements, our educational objectives have changed in coordination with adjustments in government policy and transition of the society’s education environment. Yet, such change has been made within the range of our purpose of establishment, which is to cultivate elementary school teachers or professional talents that can do research, think by themselves, and have healthy personalities. Therefore, before the reform, our curriculum emphasized on subjects, such as science education, material design, science education theories, education ideals, science teaching methods, and professional fields of natural science, to nurture outstanding natural science teachers for elementary schools that are equally competent in education theories and practice. In recent years, however, the demand for elementary school teachers gradually decreased, and we began providing natural science application courses besides teacher training courses. This way our students will not only be capable of becoming outstanding elementary school teachers, they will also possess the competitiveness to make them excellent researchers or technicians in the industrial sector. Our main objective now is to equip students with professional competences in life sciences and nano-technology and help them become excellent researchers and technicians.

 

Educational Features

All of our teachers graduated from well-known American, Japanese, or domestic research institutes with a doctor’s degree, possessing academic backgrounds of different cultures. Our faculty specializes in a variety of fields, including biology, physics, chemistry, earth sciences, environmental science, and science education.

Development Features

       Diversified faculty: Our teachers come from fields, such as biology, physics, chemistry, earth sciences, science education, and environmental science.

 

Division selection by interest: Before the school system was reformed, students could choose from three divisions: physics, chemistry, and biology during their sophomore year. After the reform, students are divided into two divisions: “Nanoscience” and “Life Sciences” during their freshmen year. Graduate programs are divided into three divisions: “Nanoscience”, “Life Sciences”, and “Science Education”.

Practice research and study: We hold several “Children Science Study Camps” each year in cooperation with the “Chang Chao Ting Memorial Foundation”, allowing our students to interact with children and help them accumulate experience in planning activities and teaching.

 

Achievement presentation: A graduation science fair is held each year by graduating classes. Every student must participate in a project and take part in its presentation.

Faculty Features

High academic credential: All teachers have a doctor’s degree.

 

Diverse cultures: Graduating from well-known American, Japanese, and domestic colleges and research institutes, our faculty have academic backgrounds of different cultures.

Cross-field: Our faculty specializes in a variety of fields, including biology, physics, chemistry, earth sciences, environmental science, and science education.

 

Reform Direction

       Prosperous economic development and rapid progress of national constructions both require the support of abundant technology and science talents. Such talents are cultivated through consistent training from elementary school, middle school, college, and to graduate school. Therefore, the role of an applied science department is without doubt a significant one that serves many functions.

After becoming a university of education, besides continuing our mission to cultivate teachers for elementary schools, our main missions is to actively elevate students’ knowledge and competences in fundamental sciences and cultivate professional talents for life sciences, nanoscience, and high-tech industries.

 

Future Development

In coordination with the school’s overall goal of developing into a comprehensive university, our plans for the future include:

 

 

l   Strengthen students’ professional knowledge in life sciences, nanoscience, and science education, and elevate their career planning ability.

l   Enhance fundamental science research and cultivate academic research talents for life sciences and nanoscience.

l   Enhance application and practice courses for life sciences and nanoscience to elevate students’ employment competitiveness.

l   Cultivate science education talents in a mission to pass down and develop science education.

l   Promote science education and assist the innovation of elementary school science education.

l   Promote natural science study activities and guide the implementation of science education in elementary schools.

l   Recruit outstanding teachers with high academic credentials from around the world to elevate teaching quality and boost the school’s reform.

The futures of our students are diverse and full of expectations:

l   Enter graduate school for further academic pursuits in life sciences or nanoscience.

l   Work in life sciences or nanoscience related industries or institutions.

Those who also take the special education, early childhood education, or elementary school education programs will be qualified to take part in the elementary school teacher selection.

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