Undergraduate Science Students’ Scientist–Practitioner Gap: the Role of Epistemic Curiosity and Cognitive Flexibility     

Hong  Jon-Chao  Hwang  Ming-Yueh  Szeto  Elson  Tai  Kai-Hsin  Tsai  Chi-Ruei 《International Journal of Science and Mathematics Education》2021,19(5):899-913

International Journal of Science and Mathematics Education - The scientist–practitioner gap refers to the phenomenon of individuals with a scientific background exhibiting non-scientific...  相似文献   

Factors Affecting Teachers’ Adoption of Technology in Classrooms: Does School Size Matter?     

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   

Cause and causality in daycare research: An investigation of group differences in Swedish child care     

Holger Wessels  Michael E. Lamb  Carl-Philip Hwang 《European Journal of Psychology of Education - EJPE》1996,11(2):231-245

One of the most important goals of child care research has been to determine whether or not nonparental care has adverse effects on child development. Answering this question involves making causal attributions about the origins of differences between groups of children who have experienced divergent nonparental care arrangements. Some of the problems researchers face when trying to demonstrate causal relationships are illustrated in this paper using data from the Göteborg Child Care Study, a comprehensive, prospective, longitudinal study comparing the developmental trajectories of children in exclusive home care, family daycare, and center daycare. It is argued that the discovery of significant differences between groups must initiate extensive efforts to validate and interpret the findings. Focusing on the specific characteristics of prospective longitudinal studies, the article shows what measures can be taken to avoid the misinterpretation of group differences that are actually attributable to pre-selection effects or confounding variables. By rigorously identifying such confounds, researchers can accumulate support for hypothesized causal relationships, but they cannot ‘prove’ them because unknown and unmeasured confounding variables may always have important effects.  相似文献   

The effects of instructional methods on students' learning outcomes requiring different cognitive abilities: context-aware ubiquitous learning versus traditional instruction     

Pei-Shan Tsai  Gwo-Haur Hwang 《Interactive Learning Environments》2016,24(7):1497-1510

The purpose of this study was to explore the effects of the context-aware ubiquitous learning (u-learning) approach versus traditional instruction on students' ability to answer questions that required different cognitive skills, using the framework of Bloom's taxonomy of educational objectives, including knowledge, comprehension, application, analysis, and synthesis. In this study, 230 third- and fourth-grade students in 8 classes were counterbalanced and assigned to the u-learning approach and traditional instruction for learning different topics in two separate plant-observing activities. The results showed that the students who learned with traditional instruction performed better than those who used the u-learning approach in terms of answering questions that required their cognitive abilities of knowledge, comprehension, application, analysis, and synthesis. Moreover, an in-depth analysis of the students' learning behaviors in the u-learning context revealed that most of their learning behaviors recorded in the u-learning system were not significantly related to their cognitive abilities.  相似文献   

Building key competencies into an environmental education curriculum using a modified Delphi approach in South Korea     

Eunjung Seo  Jaemyong Ryu  Seyoung Hwang 《Environmental Education Research》2020,26(6):890-914

Abstract

This study adopted the modified Delphi method to build key competence indicators for the course subject ‘Environment’ in the secondary school curriculum in South Korea. 15 Delphi panelists participated, and were provided a three-stage questionnaire survey. The findings classified eight secondary school ‘environment’ curriculum key competencies into three domains: intellect-oriented, personality-oriented, and relationship-oriented. The intellect-oriented domain includes ‘critical-thinking ability,’ ‘creativity,’ and ‘problem-solving ability’; the personality-oriented domain includes ‘autonomy,’ ‘ability to reflect,’ and ‘environmental sensitivity’; and the relationship-oriented domain includes ‘communication ability’ and ‘ability to manage conflicts.’ These environmental competencies were utilized to revise the current environmental education curriculum as part of the 2015 revision of the National Curriculum and set the key competencies for environment classes. The paper concludes with the significance of developments in theorizing and implementing environmental education curriculums in Korea and abroad.  相似文献   

Active video games in fully immersive virtual reality elicit moderate-to-vigorous physical activity and improve cognitive performance in sedentary college students     

Caio Victor Sousa  Jungyun Hwang  Romina Cabrera-Perez  Austin Fernandez  Aika Misawa  Kelsey Newhook  Amy Shirong Lu 《运动与健康科学(英文)》2022,11(2):164-171

Background:Active video games are a new method for increasing physical activity(PA).Fully immersive virtual reality(VR)is a hardware device on which an active video game can run.Active(video games in)VR(AVR),might increase immersion,game engagement,and moderate-to-vigorous PA(MVPA),thereby yielding greater exercise-related benefits,e.g.,cognitive performance.Methods:We examined the induction of MVPA via an AVR and a sedentary VR(SVR)as well as the effects of VR play on cognitive performance,which was monitored using 2 different methods.Each of 29 sedentary college students attended three 20-min laboratory sessions(AVR,SVR,or control)in a randomized order;during the control session,they sat quietly doing nothing.A fully immersive headset was used for the 2 video game sessions.We monitored and computed participants’PA using hip-wom accelerometers(wGT3 x-bt;ActiGraph,Pensacola,FL,USA)and a heart rate band(Polar H7;Polar,Kempele,Finland).After each session,the participants completed a mnemonic similarity test(MST)to measure recognition memory.They also filled out a motion sickness questionnaire and an abbreviated game experience questionnaire.Results:The AVR session induced a significantly greater heart rate and more time spent in MVPA than did either of the other 2 sessions regardless of the PA monitoring method.AVR elicited greater game experience questionnaire-assessed sensory and imaginative immersion,challenge,and positive affect than did SVR.The mnemonic similarity test recognition score was marginally higher post-AVR session than it was post-SVR session.Conclusion:AVR elicited MVPA without a significant increase in motion sickness and induced a better game experience and better borderline cognitive performance than did SVR.  相似文献   

Study to minimize learning progress differences in software learning class using PLITAZ system     

Jian-Jie Dong  Wu-Yuin Hwang 《Educational technology research and development : ETR & D》2012,60(3):501-527

This study developed a system using two-phased strategies called ??Pause Lecture, Instant Tutor-Tutee Match, and Attention Zone?? (PLITAZ). This system was used to help solve learning challenges and to minimize learning progress differences in a software learning class. During a teacher??s lecture time, students were encouraged to anonymously express their desire to pause the lecture, or to take a short break, in order to catch up with a teacher??s lecture. A simple proportion of one-third of the class was found to be a suitable pause-lecture threshold to prevent learning progress differences from becoming too great as well as to provide enough peer tutorial resources. During students?? practice time, an instant tutor-tutee match strategy extended tutorial resources, which took 60% workload from the teacher. Meanwhile, the attention zone (AZ) strategy helped the teacher to identify students with low levels of learning progress, as AZ students who needed more attention. It was found that AZ student numbers had a negative relation to overall learning achievement. Furthermore, 49% of the identified AZ students who received PLITAZ strategies experienced improved learning progress over identified non-AZ students. Overall learning progress differences were significantly minimized with the Instant Tutor-Tutee Match and Attention Zone strategies.  相似文献   

An integrated microfluidic system for isolation, counting, and sorting of hematopoietic stem cells     

Huei-Wen Wu  Ruo-Chi Hsu  Chun-Che Lin  Shiaw-Min Hwang    Gwo-Bin Lee 《Biomicrofluidics》2010,4(2)

This study reports an integrated microfluidic system capable of isolation, counting, and sorting of hematopoietic stem cells (HSCs) from cord blood in an automatic format by utilizing a magnetic-bead-based immunoassay. Three functional modules, including cell isolation, cell counting, and cell sorting modules are integrated on a single chip by using microfluidic technology. The cell isolation module is comprised of a four-membrane-type micromixer for binding of target stem cells and magnetic beads, two pneumatic micropumps for sample transport, and an S-shaped channel for isolation of HSCs using a permanent magnet underneath. The counting and sorting of HSCs are performed by utilizing the cell counting and sorting modules. Experimental results show that a separation efficiency as high as 88% for HSCs from cord blood is achieved within 40 min for a sample volume of 100 μl. Therefore, the development of this integrated microfluidic system may be promising for various applications such as stem cell research and cell therapy.  相似文献   

Fostering complex professional skills with interactive simulation technology: A virtual reality-based flipped learning approach     

Hui-Chen Lin  Gwo-Jen Hwang  Kuei-Ru Chou  Chia-Kuang Tsai 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(2):622-641

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