Miniaturization of dielectric liquid microlens in package

This study presents packaged microscale liquid lenses actuated with liquid droplets of 300-700 μm in diameter using the dielectric force manipulation. The liquid microlens demonstrated function focal length tunability in a plastic package. The focal length of the liquid lens with a lens droplet of 500 μm in diameter is shortened from 4.4 to 2.2 mm when voltages applied change from 0 to 79 V(rms). Dynamic responses that are analyzed using 2000 frames∕s high speed motion cameras show that the advancing and receding times are measured to be 90 and 60 ms, respectively. The size effect of dielectric liquid microlens is characterized for a lens droplet of 300-700 μm in diameter in an aspect of focal length.     

Game-Based Learning in Science Education: A Review of Relevant Research

The purpose of this study is to review empirical research articles regarding game-based science learning (GBSL) published from 2000 to 2011. Thirty-one articles were identified through the Web of Science and SCOPUS databases. A qualitative content analysis technique was adopted to analyze the research purposes and designs, game design and implementation, theoretical backgrounds and learning foci of these reviewed studies. The theories and models employed by these studies were classified into four theoretical foundations including cognitivism, constructivism, the socio-cultural perspective, and enactivism. The results indicate that cognitivism and constructivism were the major theoretical foundations employed by the GBSL researchers and that the socio-cultural perspective and enactivism are two emerging theoretical paradigms that have started to draw attention from GBSL researchers in recent years. The analysis of the learning foci showed that most of the digital games were utilized to promote scientific knowledge/concept learning, while less than one-third were implemented to facilitate the students’ problem-solving skills. Only a few studies explored the GBSL outcomes from the aspects of scientific processes, affect, engagement, and socio-contextual learning. Suggestions are made to extend the current GBSL research to address the affective and socio-contextual aspects of science learning. The roles of digital games as tutor, tool, and tutee for science education are discussed, while the potentials of digital games to bridge science learning between real and virtual worlds, to promote collaborative problem-solving, to provide affective learning environments, and to facilitate science learning for younger students are also addressed.     

优秀乒乓球运动员接受刺激前的脑电α频段功率与反应时间的关系

乒乓球属于开放式运动项目,它要求运动员的反应既要快又要准.目前,有关EEG与反应时之间关系的研究存在分歧.而对哪些脑电活动有利于优秀乒乓运动员反应的研究更少.研究目的探索运动员接受刺激前的脑电α频段功率与反应时之间的关系.研究对象15名优秀男子乒乓运动员,年龄为16～35岁,均为右势手.研究方法被试者完成一项有提示的反应任务,同时,记录大脑F3、F4、C3、C4、T5、T6、P3、P4、OL、OR处的脑电α频段功率值.反应任务由一个提示性刺激和必须应答的刺激组成.被试者通过按鼠标做反应.提示性刺激和必须应答的刺激间间隔1500ms.分别计算出前750ms和后750ms的α1和α2频段的功率值.根据中位数把被试者分为反应快组和反应慢组.对测试结果进行双因素方差分析.研究结果左顶和右后枕区的α 1频段功率值表现出反应时与脑电的测试时间存在交互作用.进一步的分析结果表明,反应快者在提示刺激与必须应答的刺激间的前750s的脑电α 1频段的功率值高.这一结果说明左项和右后枕区的α 1频段的功率值可能是乒乓训练中有效反应的关键.     

Continuity and Discontinuity in Perceptions of Family Relationships From Adolescence to Young Adulthood

The present 8‐year longitudinal study examined how multiple aspects of family relationships change across the transition from adolescence (M_age = 15 years) to young adulthood (M_age = 22 years) among 821 individuals. Results showed that there was more discontinuity than continuity in family relationships across this transition. Whereas a normative decline was evident in all measured aspects of family relationships during adolescence, this decline persisted for only a few dimensions of family relationships during young adulthood. Other aspects of family relationships stabilized or rebounded. There was little variation in these trajectories as a function of ethnicity or gender, suggesting that these changes in family relationships are generally normative. Results suggest that the transition to adulthood is a period of significant transformation in family relationships.     

A quasi-experimental study of a blended course integrated with refined web-mediated pedagogy of collaborative learning and self-regulated learning

Innovative teaching methods integrated with web technologies have been increasingly used in higher education. However, there are few studies discussing effective web-mediated teaching methods for both students and teachers. To help students learn and develop their academic involvement in a blended course, and improve their thoughts regarding this course, the author in this study re-designed and re-developed a combined teaching method for the course. The author conducted a quasi-experimental study to explore the effects of different combinations of web-mediated CL with/without initiation and SRL with/without feedback on involving students and enhancing their thoughts regarding this blended course. This research involved 227 second-year university students from four class sections, including three experimental groups (CISF, CIS, and CI groups), and a control group (C group), who received different combined interventions. In this research, students in CISF group (web-mediated instruction that integrated CL with initiation and SRL with feedback) significantly improved their involvement by the end of the course. In addition, students in CISF group had positive thoughts regarding web-mediated CL with initiation and SRL with feedback. The implications and discussion for teachers who plan to design teaching methods for online courses are also provided in this paper.     

The importance and use of targeted content knowledge with scaffolding aid in educational simulation games

While most current educational simulation games provide learners with gameplay experience to motivate learning, there is often a lack of focus on ensuring that the desired content knowledge is actually learned. Students may focus on completing game activities without learning the targeted content knowledge, thus negating the desired learning outcomes. We argue that to help students achieve improved learning performance, providing targeted content knowledge should be a specific focus in designing educational games; in addition, scaffolding strategies to promote the use of in-game contents should also be provided. Thus, the present study explores the effects and usage of providing three types of scaffolding aids in two versions of educational simulations with in-game contents. The results suggest that providing targeted content with scaffolding aid in educational simulation games helps students to achieve better learning performance.     

A MULTI-DIMENSIONAL INSTRUMENT FOR EVALUATING TAIWANESE HIGH SCHOOL STUDENTS’ SCIENCE LEARNING SELF-EFFICACY IN RELATION TO THEIR APPROACHES TO LEARNING SCIENCE

In the past, students’ science learning self-efficacy (SLSE) was usually measured by questionnaires that consisted of only a single scale, which might be insufficient to fully understand their SLSE. In this study, a multi-dimensional instrument, the SLSE instrument, was developed and validated to assess students’ SLSE based on the previous literature. Besides, the interrelations between students’ approaches to learning science and SLSE were explored. A total of 311 Taiwanese eighth graders were invited to respond to the SLSE instrument and the Approaches to Learning Science (ALS) questionnaire. After ensuring several types of validity (e.g. construct validity and criterion-related validity) and the reliability of the SLSE questionnaire, the results suggested that the SLSE instrument should have satisfactory validity and reliability to measure Taiwanese eighth graders’ SLSE in terms of 5 dimensions: Conceptual Understanding, Higher-Order Cognitive Skills, Practical Work, Everyday Application, and Science Communication. Moreover, through Pearson correlation analyses, the results revealed that the Taiwanese eighth graders who perceived themselves as having a deep motive, along with the orientation of surface motive, tended to report higher SLSE. Also, those students who reported adopting deep strategies to learn science were more likely to possess higher SLSE. The regression results indicated that, overall, the students’ deep strategies and deep motive were strong predictors of their SLSE, particularly for the Higher-Order Thinking Skills SLSE. Yet, the Practical Work SLSE could only be predicted by the Deep Strategy dimension of ALS.     

Computer-Assisted Instruction Augmented with Planned Teacher/Student Contacts

This paper discussed a study of the differences in student learning achievement and retention in a college-level statistics course taught in a variety of teaching/learning environments. Statistical test results revealed that students experiencing a CAI environment performed no differently on achievement or retention tests than students experiencing a traditional lecture/discussion environment. However, students experiencing an “enriched” CAI environment (CAI plus planned teacher/student contacts) performed significantly better on achievement tests than students experiencing any of several other environments, including: lecture/discussion, lecture/discussion supplemented with planned teacher/student contacts, PI texts, PI texts supplemented with planned teacher/student contacts, and CAI.     

Differences in the Scientific Epistemological Views of Undergraduate Students

The purpose of this study was to examine whether science and non‐science major students have different scientific epistemological views (SEVs). A multidimensional instrument previously developed by the authors was used to assess differences in college students’ SEV of various aspects. A total of 220 freshmen (42% science and 58% non‐science majors) attending two public universities participated in this investigation. Results indicated that the science majors have less sophisticated beliefs in the theory‐laden and cultural‐dependent aspects of science than non‐science majors. Analysis of variance results further revealed significant differences in SEV dimensions among the three major fields: non‐science, pure science, and science education. Science education students gained the lowest scores on the entire scale among the groups. Findings of this study imply that science major (including science education) students might be involved longer in such an epistemic environment that described scientific knowledge as objective and universal. It is also possible that beliefs about certainty and objectivity lead these students to select science as their major field. Implications for future research and science teacher education are discussed.