Digital storytelling and the nature of knowledge     

Michael Tan  Shu-Shing Lee  David W. L. Hung 《Education and Information Technologies》2014,19(3):623-635

While storytelling pedagogy presents novel perspectives and affordances to educators, a fundamental question that bears attention is the match between storytelling pedagogy and the nature of knowledge. Quite simply, the problem may be posed thus: is storytelling the optimum means for teaching all forms of knowledge? While rather obvious matches occur for knowledge in the social science, humanities, languages and literacy education, would storytelling pedagogy ‘work’ for the natural sciences, technology, engineering and mathematics classrooms? If so, what may be optimum means to integrate storytelling instruction in these latter kinds of classrooms? In this study, we report on the results of an implementation of digital storytelling in a grade five science classroom. Using what we termed the ‘edu-tainment’ approach, we asked students to design a digital story that communicated a scientific concept embedded within the narrative structure—characters within the narrative would experience the effects of the concept, the quality of the story being proxy indicators of students’ understanding of the scientific concept. We propose that this pedagogical strategy presents a strong challenge to discern students’ understanding, and we also discuss the effect of knowledge forms on the success of this pedagogy.  相似文献   

Agency in national innovation systems: Institutional entrepreneurship and the professionalization of Taiwanese IT     

Shih-Chang Hung 《Research Policy》2011,40(4):526-538

This paper examines institutional entrepreneurship as a form of internal agency within national innovation systems. In particular, we consider the entrepreneurship of Taiwanese IT firms over 1980-2007 in creating a new professionalized organizational form markedly different from the traditional Taiwanese model of family business. We compare two successful sectors - personal computers and semiconductors - and one failure - hard disk drives. We emphasize how entrepreneurial firms used strategies of framing, aggregating and networking (F.A.N.) to build legitimacy, mobilize local resources and reach out beyond the limitations of their immediate contexts. We discuss how F.A.N. strategies may evolve from ‘introversion’ to ‘extraversion’ and develop implications for policy-makers and further research.  相似文献   

幽默的古典存在--读杜说谐     

黄维华 《南京师范大学文学院学报》2005,(4):130-136

中国的传统的文化土壤，培植了中国的传统的幽默。在民族文化的历史坐标上，我们能确定幽默作为一种意识和形式的实际存在，这就是所谓雅谑。当它一开始出现于古代士人的心智活动和语言活动时，它就具备了两个方面的主要功能：情绪导泄功能和讽谏功能。被胡适称之为“老杜的特别风趣”的杜甫的幽默，在其诗中主要体现为遣怀、自嘲、讽刺、谐趣四个方面。这些诗篇，为我们解读中国古典幽默并从而认识其存在特点和价值意义，提供了文本依据。  相似文献   

Earth surface modeling for education: How effective is it? Four semesters of classroom tests with WILSIM-GC     

Wei Luo  Thomas J. Smith  Kyle Whalley  Andrew Darling  Carol Ormand  Wei-Chen Hung  Jui-Ling Chiang  Jon Pelletier  Kirk Duffin 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(3):1462-1481

This paper presents results from a randomized experimental design replicated over four semesters that compared students’ performance in understanding landform evolution processes as measured by the pretest to posttest score growth between two treatment methods: an online interactive simulation tool and a paper-based exercise. While both methods were shown to be effective at enhancing students’ learning of the landform concepts and processes, there was no statistically significant difference in score growth between the two instructional methods. However, the attitudinal survey indicated that students consistently favored the simulation approach over the paper-based exercise. With the simulation method, female students showed greater score growth than males, especially for test items requiring higher level thinking. This indicates that the visually rich interactive simulation tool may be integrated to better support female students’ learning in geoscience. Science major students generally outperformed non-science major students in terms of score growth, which suggests that background knowledge played an important role in realizing the potential of computer modeling in enhancing students’ learning. Sufficient scaffolding is necessary to maximize the effect of interactive earth surface modeling in geoscience education.  相似文献   

Religious engagement and attitudes to the role of religion in society: their effect on civic and social values in an Asian context     

Chris Hin Wah Cheung  Kerry J. Kennedy  Chi Hung Leung  Ming Tak Hue 《British Journal of Religious Education》2018,40(2):158-168

This paper explored the impact of religious engagement (religious background, religious service attendance and religious activities participation) on adolescents’ civic and social values. Attitudes towards the influence of religion on society were investigated as a possible mediator/moderator of religious engagement. A model based on Western literature was tested using a sample of over 2000 Hong Kong students. Secondary data were drawn from the International Civics and Citizenship Education Study 2009. Multi-level modelling was used to assess individual and school level effects on civic and social values. Results indicated that religious engagement exerted varied effects. Religious background showed small and negative effects on students’ civic and social values. Participation in religious services indicated a small, positive and significant effect on social but not on civic values. Participation in religious activities showed no significant effect on either social or civic values. These variables exerted a small moderating effect on social and civic values through attitudes to the influence of religion on society. The latter exerted a positive and significant effect on civic values and a negative effect on social values. These results suggested that Western models depicting the positive relationship between religious engagement and citizenship values may not hold for Asian societies.  相似文献   

A Cross-Cultural Comparison of Services for Young Children with Disabilities Using the ACEI Global Guidelines Assessment (GGA)     

Belinda J. Hardin  Hsuan-Fang Hung 《Early Childhood Education Journal》2011,39(2):103-114

Because young children with special needs frequently experience unequal access to quality education worldwide, understanding characteristics of services currently provided to them is critical to identifying practices that work as well as gaps in services and the reasons behind these trends. Two studies were conducted using the ACEI Global Guidelines Assessment (GGA) to investigate the access to and quality of special education services in early childhood care and education (ECCE) programs across eight countries in the Americas and Asia. Study I included 138 participants in 69 programs across five Latin American countries and Study II included 336 participants in 168 programs across four countries and six sites. Results from both studies indicate that ECCE programs strive to provide equal access to young children regardless of ethnicity, religion, language, gender, and socio-economic status. However, insufficient resources and policies were cited as a barrier to services for children with disabilities. This situation was especially true in rural communities. Therefore, national policies are needed to improve the quality of service and to make funds consistently available for services for young children with special needs. This finding is congruent with international reports.  相似文献   

大学图书馆在推行通识教育课程中的角色——以香港中文大学新亚书院通识教育为例   总被引：1，自引：0，他引：1  

马辉洪 《图书馆论坛》2011,31(4)

文章介绍香港中文大学通识教育概况,以其新亚书院的通识教育的课程策划、教学活动及馆藏发展,阐述新亚书院钱穆图书馆如何融入通识教育课程开展服务.  相似文献   

The role of facial microexpression state (FMES) change in the process of conceptual conflict     

Mei‐Hung Chiu  Chin‐Cheng Chou  Wen‐Lung Wu  Hongming Liaw 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(3):471-486

This paper explores whether facial microexpression state (FMES) changes can be used to identify moments of conceptual conflict, one of the pathways to conceptual change. It is known that when the preconditions of conceptual conflicts are met and conceptual conflicts are detected in students, it is then possible for conceptual change to take place. There were 102 university and high school students who were involved in this research, and about 80% of the participants held erroneous preconceptions on the scientific topic chosen. The results showed that FMES changes were detected in the majority of the students who made erroneous predictions as they underwent conceptual conflict. Furthermore, the lack of FMES change was shown to indicate a lowered likelihood of conceptual change, while the presence of FMES change doubled the likelihood of conceptual change. The results confirm that FMES can be useful in determining learners’ awareness of conflicting concepts and their progress towards scientific understanding. Educational implications are discussed.  相似文献   

The research of social-design-based maker education: based upon “The old man and the sea” text     

P. H. Hung  Y. J. Gao  R. Lin 《Asia Pacific Journal of Education》2019,39(1):50-64

Since 2015, the Taiwan government has endeavoured to uphold maker education for all-level schools. In addition to “learning by doing” or “learning through play”, maker education believed to have varied features that set it apart from preceding pedagogical approaches and have possibility to reform learners’ requisite competencies for future. Engaging with “social care” as the mind-set for example, it could drive maker movement towards a value-oriented disposition. This paper discusses the theoretical roots of maker education, collates its beliefs about the whole, and probes the correlation between social design and maker education. We studied how the experimental pedagogy of social-design-based making based on the text of “The Old Man and The Sea” was used at the 2017 New Taipei City Maker Workshop in Taiwan. And we constructed a case study to document its effects within the classroom context. The study revealed that the teaching model of social-design-based maker education would be the sequence as “topic choosing, problem defining, sympathy triggering, conception outputting, prototype making, integrating and sharing”, the proportion of teachers’/students’ roles in maker courses should be in half of the overall lessons, and teachers’ instructions should be concentrated on offering key questions and assisting on integrating learning points mainly.  相似文献   

制度与远程高等教育增值     

黄艳芳 《中国远程教育(综合版)》2005,(19):20-24

从制度分析入手,通过对影响远程高等教育增值的要素分析,提出制度是远程高等教育增值的关键因素,阐述了远程高等教育增值的路径及制度模式.  相似文献