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Fostering High School Students’ Conceptual Understandings About Seasons: The Design of a Technology-enhanced Learning Environment 总被引:1,自引:0,他引:1
The purpose of this study is to understand in what ways a technology-enhanced learning (TEL) environment supports learning
about the causes of the seasons. The environment was designed to engage students in five cognitive phases: Contextualisation,
Sense making, Exploration, Modeling, and Application. Seventy-five high school students participated in this study and multiple
sources of data were collected to investigate students’ conceptual understandings and the interactions between the design
of the environment and students’ alternative conceptions. The findings show that the number of alternative conceptions held
by students were reduced except for the incorrect concepts of “the length of sunshine” and “the distance between the sun and
the earth.” The percentage of partial explanations held by students was also reduced from 60.5 to 55.3% and the percentage
of students holding complete scientific explanations after using Lesson Seasons rose from 2.6 to 15.8%. While some students
succeeded in modeling their science concepts closely to the expert’s concepts, some failed to do so after the invention. The
unsuccessful students could not remediate their alternative conceptions without explicit guidance and scaffolding. Future
research can then be focused on understanding how to provide proper scaffoldings for removing some alternative concepts which
are highly resistant to change.
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Fu-Kwun HwangEmail: |
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Cai-Ting Wen Chia-Jung Chang Ming-Hua Chang Shih-Hsun Fan Chiang Chen-Chung Liu Fu-Kwun Hwang Chin-Chung Tsai 《Instructional Science》2018,46(6):847-867
This study investigated students’ modeling progress and strategies in a problem-solving simulation game through content analysis, and through supervised and unsupervised lag sequential analysis (LSA). Multiple data sources, including self-report models and activity logs, were collected from 25 senior high school students. The results of the content analysis found that the problem-solving simulation game helped most of the students to reflectively play with the science problem and build a workable model to solve it. By using the supervised LSA, it was found that the students who successful solved the game frequently linked the game contexts with the physics terminologies, while those who did not solve the problem simply relied on the intuitive knowledge provided in the reference materials. Furthermore, the unsupervised LSA identified four activity patterns that were not noticed in the supervised LSA: the fragmented, reference material centered, reference material aided modeling, and modeling centered patterns. Each pattern has certain associations with certain problem-solving outcomes. The results of this study also shed light on the use of different analytics techniques. While the supervised LSA is particularly helpful for depicting a contrast of activity patterns between two specific student groups, the unsupervised LSA is able to identify hidden significant patterns which were not clearly distinguished in the pre-defined student groups. Researchers may find these analytics techniques useful for analyzing students’ learning processes. 相似文献
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Haim Eshach Hsin-Kai Wu Fu-Kwun Hwang Ying-Shao Hsu 《Journal of Science Education and Technology》2014,23(1):183-197
There is a distance between the power that whole class dialogic discussions (WCDD) may offer to the science class and their use in practice. Teachers’ attitudes toward WCDD are part of the problem. The aims of this study were twofold: (a) to examine Taiwanese physics teachers’ attitudes toward WCDD by considering cultural perspectives and describe how these attitudes changed as a result of a special workshop designed for this purpose, and (b) to report on how these attitudes should be taken into account in designing such workshops in the future. Nine experienced physics teachers participated in the WCDD workshop. The workshop was based on the WCDD model developed by Eshach (2010). Inductive analyses were performed on interviews with the teachers and their students, which were composed of 36 questions and developed specially for the purpose of this study, yielded the following categories: (1) In-school reasons for opposing WCDD—reasons belonging to school ways/tradition of teaching that may cause barriers to WCDD implementation; (2) External Factors—cultural reasons relating to Taiwanese views concerning education in general, which cause barriers to WCDD implementation; and (3) Cognitive aspect—refers to what teachers know about WCDD. The paper concludes with a discussion on what should be done in order to successfully bring WCDD to the Taiwanese physics class. 相似文献
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Ying-Shao Hsu Li-Fen Lin Hsin-Kai Wu Dai-Ying Lee Fu-Kwun Hwang 《Journal of Science Education and Technology》2012,21(5):588-606
This study compared modeling skills and knowledge structures of four groups as seen in their understanding of air quality. The four groups were: experts (atmospheric scientists), intermediates (upper-level graduate students in a different field), advanced novices (talented 11th and 12th graders), and novices (10th graders). It was found that when the levels of modeling skills were measured, for most skills there was a gradual increase across the spectrum from the novices to the advanced novices to the intermediates to the experts. The study found the experts used model-based reasoning, the intermediates and advanced novices used relation-based reasoning, and the novices used phenomena-based reasoning to anticipate conclusions. The experts and intermediates used more bi-variable relationships in experimental design and anticipated conclusions, but used more multiple-variable relationships in identifying relationships. By contrast, the advanced novices and novices mostly used bi-variable relationships in all modeling skills. Based on these findings, we suggest design principles for model-based teaching and learning such as designing learning activities to encourage model-based reasoning, scaffolding one??s modeling with multiple representations, testing models in authentic situations, and nurturing domain-specific knowledge during modeling. 相似文献
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In this study we content analyzed the online discussion of several senior-high-school groups on a forum of a virtual physics
laboratory in Taiwan. The goal of our research was to investigate the nature of non-course-based online discussion and to
find out some useful guidelines in developing such discussion forums for learning purposes. We adapted Henri’s framework and
models (1992) for our analysis. The content analysis was conducted in terms of participation rate, social cues, interaction
types, and cognitive and metacognitive skills. In this study, we compared the result patterns of two discussion conditions
(‘required’ (R-) condition versus ‘non-required’ (NR-) condition) of a non-course-based discussion forum and investigated
how the quality of message content changed in the processes of discussion. In the R-condition, participants were required
to reply to the thread before they were allowed to read other messages on the forum, whereas participants in the NR-condition
were not restricted to this demand. The results showed that for both conditions, the most frequently involved interaction
type was ‘direct response’, and the most frequently used cognitive skill was ‘elementary clarification’. Fewer participants
of the R-condition strayed from the subject under discussion in comparison to the NR-condition. However, larger percentage
of message content containing metacognitive components was found in the NR-condition. When taking the sequences of postings
into account, we found that for the R-condition, the percentage of metacognitive component in the message content tended to
increase in the up-third postings, whereas for the up-third postings of the NR-condition the percentage of non-cognitive components
substantially increased. Overall, the results of our study indicated that the way in which participants used cognitive and
metacognitive skills during the discussions was related to the discussion conditions. The initial requirement of reply fostered
the use of cognitive skills, but it did not necessarily induce the use of high-level cognitive or metacognitive skills. We
concluded that beside the discussion conditions the moderators’ guidance would be influential in determining the quality of
online discussion on a non-course-based discussion forum.
in final form: 19 August 2005 相似文献
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Liu Chen-Chung Wen Cai-Ting Chang Hsin-Yi Chang Ming-Hua Lai Po-Han Fan Chiang Shih-Hsun Yang Chih-Wei Hwang Fu-Kwun 《Instructional Science》2022,50(2):303-333
Instructional Science - Virtual labs provide space for students to iteratively test, observe, and revise their understanding so as to improve their scientific literacy. However, one of the... 相似文献
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Hsin-Kai Wu Ying-Shao Hsu Fu-Kwun Hwang 《International Journal of Science and Mathematics Education》2008,6(1):63-85
Researchers in educational technology have searched for factors to explain teachers’ acceptance and resistance to using technology
for instruction. Among the many identified factors, however, organizational and school factors have not yet been explored
and discussed. This study investigates the effects of school size on science and mathematics teachers’ adoption of technology
in classrooms. Using national survey data collected from 940 science and mathematics teachers at junior high schools in Taiwan,
we employed factor analyses, log-linear analyses, and three-way ANOVA techniques to examine interactions among school factors
and teacher factors. Results obtained from the log-linear analyses suggested that both the interactions of school region with
school size and school size with technology users were needed to explain teachers’ use of educational technology in classrooms.
It appears that teachers at small schools were more likely to use technology for instructional purposes. Additionally, results
of the study revealed that teachers at small schools tended to have positive attitudes toward technology use and that among
users of educational technology in southern Taiwan, teachers at small schools designed and used significantly more instructional
activities with technology. This study suggests that small schools provide a better environment for science and mathematics
teachers to implement educational technology in instruction. 相似文献
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