Effects of integrating a concept mapping-based summarization strategy into flipped learning on students’ reading performances and perceptions in Chinese courses     

Gwo-Jen Hwang  Mei-Rong Alice Chen  Han-Yu Sung  Meng-Hsuan Lin 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(5):2703-2719

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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  

Ying-Shao Hsu  Hsin-Kai Wu  Fu-Kwun Hwang 《Research in Science Education》2008,38(2):127-147

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.

Fu-Kwun HwangEmail:

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Forum: Toward a non-reductionist perspective of thinking in science     

Sasha Barab  Stephen M. Ritchie  SungWon Hwang  Wolff-Michael Roth 《Cultural Studies of Science Education》2007,1(3):451-465

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Effects of integrating an active learning-promoting mechanism into location-based real-world learning environments on students’ learning performances and behaviors     

Gwo-Jen Hwang  Shao-Chen Chang  Pei-Ying Chen  Xiang-Ya Chen 《Educational technology research and development : ETR & D》2018,66(2):451-474

Engaging students in real-world learning contexts has been identified by educators as being an important way of helping them learn to apply what they have learned from textbooks to practical problems. The advancements in mobile and image-processing technologies have enabled students to access learning resources and receive learning guidance in real-world contexts. However, when interacting with such a rich information environment that contains real-world and virtual-world learning resources, students might feel confused and frustrated owing to the lack of appropriate instructional design. Therefore, in this study, an image recognition-based mobile learning system with an active learning-promoting mechanism was developed for supporting field trips for local culture courses. An experiment was executed to examine the effects of the proposed approach on students’ learning achievement, learning motivation, and local culture identity. Moreover, the students’ learning behavioral patterns were probed. The experimental results showed that the proposed approach not only improved the students’ learning achievements as well as their learning motivation and local culture identity, but the students who learned with the proposed approach also demonstrated more active behavioral patterns than those who learned without the active learning-promoting mechanism. Based on the findings of this study, some recommendations for those who plan to develop effective learning strategies for conducting AR-based mobile learning activities are proposed.  相似文献   

The effects of social supports on changes in students’ perceived instrumentality of schoolwork for future goal attainment     

Jongho Shin  Eunjin Seo  Hyeyoung Hwang 《教育心理学》2016,36(5):1024-1043

Research on perceived instrumentality of students’ academic work for attaining life goals has shown to have positive effects on academic achievement and motivation The purpose of the study was to examine the changes in perceived instrumentality over time and to identify how significant others such as parents, teachers and peers affect changes in perceived instrumentality. The variables of gender, prior achievement levels, academic pressure and socioeconomic status, which had significant influences on perceived instrumentality according to previous research, were used as control variables. Longitudinal data were collected for four years of 6908 students and analysed using the Growth Curve Modelling technique. Parents’ and teachers’ academic expectations and their career guidance, and social support from peers were used as predictors for changes in perceived instrumentality. Our results revealed that perceived instrumentality increased over time but in a decelerated pattern. In addition, parents and peers had significant influences on perceived instrumentality and its change, but teachers did not. The results suggest that support from parents and peers helps students to understand and internalise why they have to study hard in school to achieve their future long-term life goals.  相似文献   

The learning analytics of model-based learning facilitated by a problem-solving simulation game     

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   

Facilitating knowledge construction in mobile learning contexts: A bi-directional peer-assessment approach     

Gwo-Jen Hwang  Shao-Chen Chang 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(1):337-357

With the advancements in technology networks, mobile learning has been extensively applied in teaching contexts, enabling closer interaction between students and authentic environments. Previous studies have indicated that, when learning in real-world contexts, students need to interact with real learning targets and peers as well as the digital learning content; thus, effective learning strategies or tools are generally required for helping them organize knowledge and for promoting peer interactions. As a result, the present study developed a bi-directional peer-assessment-based concept mapping system, which not only engages students in assessing peers’ concept maps, but also encourages them to evaluate or respond to peers’ ratings and comments. To explore the effectiveness of this learning system, the study conducted an experiment in elementary science classes. A total of 101 fifth graders from four classes were recruited to participate in the study. Two classes were assigned to the experimental group and two to the control group. The experimental group adopted the bi-directional peer-assessment approach, while the control group adopted the conventional peer assessment approach for concept mapping. The results reveal that the bi-directional peer-assessment-based concept mapping system can not only increase students’ learning achievement and the completeness of their concept mapping, but can also enhance their critical thinking tendency and the feedback quality of their peer assessment.  相似文献   

An embedded packet train and adaptive FEC scheme for effective video adaptation over wireless broadband networks     

HUANG Chih-wei  HWANG Jenq-neng 《浙江大学学报(A卷英文版)》2006,7(5):811-818

INTRODUCTION With the emergence of wireless technology, various multimedia services, e.g., audio and/or video, are reaching us today through portable devices any- time, anywhere and even more increasingly accessi- ble in the near future. High quality video streaming over wireless IP is one of the most attractive applica- tions by ongoing deployment of wireless local area network (WLAN) hotspots and even powerful Wi- MAX mobile coverage. However, the present Internet is not providing a…  相似文献   

Exploring the effects of project-based learning in secondary mathematics education     

Vicki-Lynn Holmes  Yooyeun Hwang 《The Journal of educational research》2016,109(5):449-463

This mixed-method, longitudinal study investigated the benefits of project-based learning (PBL) on secondary-mathematics students' academic skill development and motivated strategies for learning (i.e., cognitive, social, and motivational). The focus of this study was academic skill development (algebra- and geometry-assessment scores) and other factors related to secondary mathematics learning, with comparable traditional high schoolers serving as the control group. In addition, the relationship between PBL and racially/ethnically and economically diverse secondary students was investigated. Results showed that at-risk and minority students benefited greatly from PBL in learning mathematics. The academic performance gap was present, but its width diminished significantly. Compared to their public school counterparts, PBL students were more intrinsically motivated, showed significantly higher critical thinking skills, and appreciated peer learning. Impact of socioeconomic status on the PBL approach needs further investigation.  相似文献   

Academic vocabulary and reading comprehension: exploring the relationships across measures of vocabulary knowledge     

Lawrence  Joshua Fahey  Hagen  Aste Mjelve  Hwang  Jin Kyoung  Lin  Grace  Lervåg  Arne 《Reading and writing》2019,32(2):285-306

Reading and Writing - This study examined the relationship between knowledge of academic vocabulary and reading comprehension in data contributed by 5855 middle school students. Each student...  相似文献