A Comparative Investigation on the Learning Efficacy of Mechatronic Technology Between Academic and Vocational High School Students     

Min Jou  Chen-Kang Hung  Shih-Hung Lai 《Journal of Science Education and Technology》2014,23(6):777-783

Universities in Taiwan can be divided into two major categories of comprehensive universities and technological universities. Students studying engineering majors in comprehensive universities are often recruited from academic high schools while those in technological universities tend to be recruited from vocational high schools. The purpose of this research was to investigate differences in learning efficacy between college students with academic backgrounds and those with vocational backgrounds. Results indicated no significant differences in cognition between the two groups of students. Additionally, students with vocational school backgrounds performed better in comprehension skills compared with those with academic backgrounds and were more able to apply acquired knowledge to practical tasks according to path analysis studies and the Mann–Whitney U test.  相似文献   

The Effect on Enhancing Students＇ Inquiry Abilities via Step-by-Step Open-ended Inquiry Teaching Design     

Chung-Ming Yang  ;Jeng-Fung Hung  ;Tai-Chu Huang 《美中教育评论》2014,(12):887-894

The purpose of this study is to promote more open-ended inquiry activities in junior high school science lessons in the current educational system with fixed textbooks. Researchers adapted existing curriculum-based experimental activities for more open-ended inquiry ones. In addition, the whole class was provided with more opportunities to explore complete activities in limited teaching time. This study used Hazel＇s proposals of levels of inquiry. The method was to carry out the current 8th grade experiments through the step-by-step teaching material modification （from levels of inquiry 0 to 2b） and to combine the experimental teaching method with the 5E （engage, explore, explain, elaborate, and evaluate） learning cycle. After a quasi-experimental study, we compared the traditional teaching method with the step-by-step open-ended inquiry teaching one on 8th graders＇ basic and integrated science process skills and academic achievements. The study result showed that the academic achievement in the experimental group, based on the same instructional time, was not worse than that in the control group. No significant difference was found on the total scores of the basic science process skills between the two groups, but a significant difference was found on the ＂predicting＂ dimension. There was a significant difference on the total scores of the integrated science process skills between the two groups. Significant differences were found on ＂interpreting data＂ as well as ＂experiment designing＂ dimensions. Hence, the study indicated that it could enhance students＇ inquiry ability through step-by-step openly inquiry levels to change the existing curricula, which served as a reference of educational reform.  相似文献   

标准参照评估的行动实践 ——以香港中文大学通识教育基础课程为案例     

廖梁  王永雄  彭金满 《复旦教育论坛》2021,19(4):52-59

香港特别行政区高校从2015年开始，学生学业评估陆续由常模参照评估转为标准参照评估。本文以香港中文大学通识教育基础课程实施标准参照评估的行动为案例，分析了这项新的学业评估方式在实施中所遇到的问题，讨论了解决方法并提出实施模型。该模型包含评分量表的设计与开发、量表使用、教师意见反馈与量表修改，以及评分之后的集体讨论这一套实施流程。文章最后指出，要保证标准参照评估的有效实施，需建立教师实践共同体。实践共同体的行动包括：教师共同开发评估标准，通过集体讨论对评估标准的含义和使用达成共识，共同审视评估结果，根据评估结果进一步修改和完善评估标准。  相似文献   

提高学生英语阅读能力的探索与实践     

黄其年 《鸡西大学学报》2003,3(1):79-81

从理论上对英语教学法进行了比较性的探索，并运用于教学实践，提高了学生的阅读能力。  相似文献   

Microfluidic three-dimensional hydrodynamic flow focusing for the rapid protein concentration analysis     

Sungmin Hong  Pei-Hsiang Tsou  Chao-Kai Chou  Hirohito Yamaguchi  Chin B. Su  Mien-Chie Hung  Jun Kameoka 《Biomicrofluidics》2012,6(2)

A simple microfluidic 3D hydrodynamic flow focusing device has been developed and demonstrated quantitative determinations of quantum dot 525 with antibody (QD525-antibody) and hemagglutinin epitope tagged MAX (HA-MAX) protein concentrations. This device had a step depth cross junction structure at a hydrodynamic flow focusing point at which the analyte stream was flowed into a main detection channel and pinched not only horizontally but also vertically by two sheath streams. As a result, a triangular cross-sectional flow profile of the analyte stream was formed and the laser was focused on the top of the triangular shaped analyte stream. Since the detection volume was smaller than the radius of laser spot, a photon burst histogram showed Gaussian distribution, which was necessary for the quantitative analysis of protein concentration. By using this approach, a linear concentration curve of QD525-antibody down to 10 pM was demonstrated. In addition, the concentration of HA-MAX protein in HEK293 cell lysate was determined as 0.283 ± 0.015 nM. This approach requires for only 1 min determining protein concentration. As the best of our knowledge, this is the first time to determinate protein concentration by using single molecule detection techniques.  相似文献   

Educational use of social networking technology in higher education     

Hsiu-Ting Hung 《Teaching in Higher Education》2013,18(6):703-714

This study explored how social networking technology can be used to supplement face-to-face courses as a means of enhancing students' sense of community and, thus, to promote classroom communities of practice in the context of higher education. Data were collected from 67 students who enrolled in four face-to-face courses at two public universities in Taiwan. Findings indicated that the majority of participants developed strong feelings of social connectedness and expressed favorable feelings regarding their learning experiences in the classes where social networking sites were used as a supplementary tool. Learner difficulties and concerns of instructors about the educational use of social media are addressed with recommendations for future research and practice.  相似文献   

No student left behind: a collaborative and competitive game-based learning environment to reduce the achievement gap of EFL students in Taiwan     

Hui-Chun Hung  Chiu-Pin Lin 《Technology, Pedagogy and Education》2013,22(1):35-49

How to close the achievement gap in the classroom so that no student is left behind becomes one of the most important issues nowadays. This study aims to construct a collaborative and competitive game-based learning environment to improve English proficiencies and reduce the achievement gap for disadvantaged students. The Wireless Crossword Fan-Tan Game (WiCFG) system was implemented to provide teachers with an innovative approach to guide students’ learning through a positive involvement with the uses of tablet PCs. The experiment was conducted in an elementary school in Taiwan to investigate whether this approach would facilitate students’ learning effectiveness and interactions. Thirty sixth-grade students were randomly assigned into a control group and an experimental group. Both qualitative and quantitative data were collected from surveys, interviews, observations and video-recordings. The results indicate that integration of the WiCFG system in the collaborative and competitive game-based learning environment leads students to a better interaction between different levels of students. This innovative approach might have the potential to close the achievement gap for disadvantaged students. Moreover, some principles of the classroom strategy are suggested as guidelines.  相似文献   

Investigating the Psychometric Properties of the ACEI Global Guidelines Assessment (GGA) in Four Countries     

Belinda J. Hardin  Doris Bergen  Hsuan-Fang Hung 《Early Childhood Education Journal》2013,41(2):91-101

The ACEI Global Guidelines Assessment (GGA) was developed to provide an international assessment tool that can be used by early childhood educators to develop, assess, and improve program quality worldwide. This pilot study was conducted in four countries to investigate the psychometric properties of the GGA within and across different countries. A total of 168 programs and 336 early care and education professionals participated in this study from communities in the People’s Republic of China, Guatemala, Taiwan, and the United States. The results show strong internal consistency for each subscale and the total GGA as well as moderate interrater consistency for the five subscales. A comparison of item ratings and the qualitative evidence suggests moderately acceptable congruence between the ratings and evidence to support the ratings. Patterns of program practices were identified within and across the participating sties and countries that reflected both unique and common practices. These results suggest that the GGA has potential as a useful and effective tool both for understanding early childhood program quality within and across countries and as a means of helping practitioners to establish and/or improve the quality of their services.  相似文献   

Enhancing pedagogical content knowledge in elementary science     

Karen Goodnough  Woei Hung 《Teaching Education》2013,24(3):229-242

In this study, five elementary teachers and a university researcher developed and implemented problem‐based learning (PBL) experiences in the context of science teaching and learning. Collaborative inquiry was adopted as a methodology, while a variety of qualitative methods were used to examine the engagement and development of teachers’ pedagogical content knowledge (PCK). A PCK model is used as a framework to examine teachers’ professional knowledge growth in areas such as orientations to teaching science, knowledge of science curriculum, knowledge of students’ understanding of science, knowledge of assessment, and knowledge of instructional strategies. Implications for how teachers may be supported when adopting instructional innovations are discussed.  相似文献   

Kindergarten Children's Executive Functions Predict Their Second-Grade Academic Achievement and Behavior     

Paul L. Morgan  George Farkas  Marianne M. Hillemeier  Wik Hung Pun  Steve Maczuga 《Child development》2019,90(5):1802-1816

Whether and to what extent kindergarten children's executive functions (EF) constitute promising targets of early intervention is currently unclear. This study examined whether kindergarten children's EF predicted their second-grade academic achievement and behavior. This was done using (a) a longitudinal and nationally representative sample (N = 8,920, M_age = 97.6 months), (b) multiple measures of EF, academic achievement, and behavior, and (c) extensive statistical control including for domain-specific and domain-general lagged dependent variables. All three measures of EF—working memory, cognitive flexibility, and inhibitory control—positively and significantly predicted reading, mathematics, and science achievement. In addition, inhibitory control negatively predicted both externalizing and internalizing problem behaviors. Children's EF constitute promising targets of experimentally evaluated interventions for increasing academic and behavioral functioning.  相似文献