Estimating reliability of school-level scores using multilevel and generalizability theory models     

Min-Jeong Jeon  Guemin Lee  Jeong-Won Hwang  Sang-Jin Kang 《Asia Pacific Education Review》2009,10(2):149-158

The purpose of this study was to investigate the methods of estimating the reliability of school-level scores using generalizability theory and multilevel models. Two approaches, ‘student within schools’ and ‘students within schools and subject areas,’ were conceptualized and implemented in this study. Four methods resulting from the combination of these two approaches with generalizability theory and multilevel models were compared for both balanced and unbalanced data. The generalizability theory and multilevel models for the ‘students within schools’ approach produced the same variance components and reliability estimates for the balanced data, while failing to do so for the unbalanced data. The different results from the two models can be explained by the fact that they administer different procedures in estimating the variance components used, in turn, to estimate reliability. Among the estimation methods investigated in this study, the generalizability theory model with the ‘students nested within schools crossed with subject areas’ design produced the lowest reliability estimates. Fully nested designs such as (students:schools) or (subject areas:students:schools) would not have any significant impact on reliability estimates of school-level scores. Both methods provide very similar reliability estimates of school-level scores.  相似文献   

Effects of argument quality,source credibility and self‐reported diabetes knowledge on message attitudes: an experiment using diabetes related messages          下载免费PDF全文

Tung‐Cheng Lin  Lih‐Lian Hwang  Yung‐Jye Lai 《Health information and libraries journal》2017,34(3):225-235

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Laptop Use,Interactive Science Software,and Science Learning Among At-Risk Students     

Binbin Zheng  Mark Warschauer  Jin Kyoung Hwang  Penelope Collins 《Journal of Science Education and Technology》2014,23(4):591-603

This year-long, quasi-experimental study investigated the impact of the use of netbook computers and interactive science software on fifth-grade students’ science learning processes, academic achievement, and interest in further science, technology, engineering, and mathematics (STEM) study within a linguistically diverse school district in California. Analysis of students’ state standardized science test scores indicated that the program helped close gaps in scientific achievement between at-risk learners (i.e., English learners, Hispanics, and free/reduced-lunch recipients) and their counterparts. Teacher and student interviews and classroom observations suggested that computer-supported visual representations and interactions supported diverse learners’ scientific understanding and inquiry and enabled more individualized and differentiated instruction. Finally, interviews revealed that the program had a positive impact on students’ motivation in science and on their interest in pursuing science-related careers. This study suggests that technology-facilitated science instruction is beneficial for improving at-risk students’ science achievement, scaffolding students’ scientific understanding, and strengthening students’ motivation to pursue STEM-related careers.  相似文献   

Investigating the role of computer‐supported annotation in problem‐solving‐based teaching: An empirical study of a Scratch programming pedagogy     

Addison Y. S. Su  Stephen J. H. Yang  Wu‐Yuin Hwang  Chester S. J. Huang  Ming‐Yu Tern 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(4):647-665

For more than 2 years, Scratch programming has been taught in Taiwanese elementary schools. However, past studies have shown that it is difficult to find appropriate learning methods or tools to boost students’ Scratch programming performance. This inability to readily identify tutoring tools has become one of the primary challenges addressed in Scratch programming studies. To cope with this problem, we propose an innovative approach, which combines an Annotation‐based Scratch Programming (ASP) tool with the problem‐solving‐based teaching approach in Scratch programming pedagogy. The ASP tool was developed to enable students to create, review and share Scratch programming and homework annotations. In a quasi‐experimental study, we have evaluated Scratch programming pedagogy at a North Taiwanese elementary school to investigate the effects of instructional‐tools‐supported programming instructional modes on Scratch programming performance. The experimental results show that students who received ASP tool support in conjunction with a problem‐solving‐based teaching approach performed significantly better than the other groups. Based on our findings, the innovative approach was believed to play an important role in improving the learning patterns of younger pupils. Therefore, we suggest that teachers consider incorporating the innovative method into their teaching environments in order to boost students’ learning achievements in the area of Scratch programming and the subsequent learning process.  相似文献   

Development of a ubiquitous learning platform based on a real‐time help‐seeking mechanism     

Gwo‐Jen Hwang  Chih‐Hsiang Wu  Judy C. R. Tseng  Iwen Huang 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(6):992-1002

The popularity of mobile devices has encouraged the advance of ubiquitous learning, in which students are situated in a real‐world learning environment with support from the digital world via the use of mobile, wireless communications, or even sensing technologies. Most of the ubiquitous learning systems are implemented with high‐cost sensing devices for detecting the locations or behaviours of learners; moreover, these systems mainly focus on providing learning guidance or learning materials, while facilities for supporting mutual help among students are usually ignored. In this study, we propose a context‐aware ubiquitous learning platform (CULP) which uses low‐cost cell phones with embedded cameras and Internet service to support ubiquitous learning. CULP is able to provide instant support for learners in the ubiquitous learning activity; that is, learners can receive help from the right people via the hints given by the learning system when they encounter problems during their learning activities. The experimental results of a Personal Computer‐Assembling course show that, with the assistance of the new learning platform, both the learning efficiency and the learning achievement of the students were significantly improved.  相似文献   

The (Embodied) Performance of Physics Concepts in Lectures     

SungWon Hwang  Wolff-Michael Roth 《Research in Science Education》2011,41(4):461-477

Lectures are often thought of in terms of information transfer: students (do not) “get” or “construct meaning of” what physics professors (lecturers) say and the notes they put on the chalkboard (overhead). But this information transfer view does not explain, for example, why students have a clear sense of understanding while they sit in a lecture and their subsequent experiences of failure to understand their own lecture notes or textbooks while preparing for an exam. Based on a decade of studies on the embodied nature of science lectures, the purpose of this article is to articulate and exemplify a different way of understanding physics lectures. We exhibit how there is more to lectures than the talk plus notes. This informational “more” may explain (part of) the gap between students’ participative understanding that exists in the situation where they sit in the lecture on the one hand and the one where they study for an exam from their lecture notes on the other. Our results suggest that in lectures, concepts are heterogeneous performances in which meaning is synonymous with the synergistic and irreducible transactions of many different communicative modes, including gestures, body movements, body positions, prosody, and so forth.  相似文献   

College students’ conceptions of context-aware ubiquitous learning: A phenomenographic analysis     

Pei-Shan Tsai  Chin-Chung Tsai  Gwo-Haur Hwang 《The Internet and Higher Education》2011,14(3):137-141

The purpose of this study was to explore students’ conceptions of context-aware ubiquitous learning (u-learning). The students participated in a u-learning exercise using PDAs equipped with RFID readers. The data were collected from individual interviews with each of the students by a trained researcher, and the responses of the interviewees were further analyzed using the phenomenographic method. The analysis revealed five categories of conceptions of u-learning, including “u-learning as the application of technology,” “u-learning as a platform for attaining information,” “u-learning as a timely guide,” “u-learning as increase of knowledge” and “u-learning as active learning.” There conceptions are viewed as a hierarchy, from less advanced to more sophisticated. An in-depth analysis of the students’ conceptions of learning indicated that students held multiple conceptions of u-learning. This study further suggests that inquiry practices (such as allowing open-ended exploration for the learning topic) should be addressed in u-learning activities, as these practices may foster more sophisticated conceptions of u-learning.  相似文献   

From reflective observation to active learning: A mobile experiential learning approach for environmental science education     

Shu-Chen Cheng  Gwo-Jen Hwang  Chih-Hung Chen 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(5):2251-2270

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Science Teachers’ Proficiency Levels and Patterns of TPACK in a Practical Context     

Yi-Fen Yeh  Tzu-Chiang Lin  Ying-Shao Hsu  Hisn-Kai Wu  Fu-Kwun Hwang 《Journal of Science Education and Technology》2015,24(1):78-90

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Experience,recursive awareness and understanding in autism spectrum disorders: insights of parents and teachers in Singapore     

Yoon-Suk Hwang  Helen Klieve  Patrick Kearney  Beth Saggers 《Asia Pacific Journal of Education》2015,35(4):453-470

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