Epistemic Beliefs,Online Search Strategies,and Behavioral Patterns While Exploring Socioscientific Issues     

Chung-Yuan Hsu  Meng-Jung Tsai  Huei-Tse Hou  Chin-Chung Tsai 《Journal of Science Education and Technology》2014,23(3):471-480

Online information searching tasks are usually implemented in a technology-enhanced science curriculum or merged in an inquiry-based science curriculum. The purpose of this study was to examine the role students’ different levels of scientific epistemic beliefs (SEBs) play in their online information searching strategies and behaviors. Based on the measurement of an SEB survey, 42 undergraduate and graduate students in Taiwan were recruited from a pool of 240 students and were divided into sophisticated and naïve SEB groups. The students’ self-perceived online searching strategies were evaluated by the Online Information Searching Strategies Inventory, and their search behaviors were recorded by screen-capture videos. A sequential analysis was further used to analyze the students’ searching behavioral patterns. The results showed that those students with more sophisticated SEBs tended to employ more advanced online searching strategies and to demonstrate a more metacognitive searching pattern.  相似文献   

Neuroscience Perspectives for Science and Mathematics Learning in Technology-Enhanced Learning Environments     

O. Roger Anderson  Bradley C. Love  Meng-Jung Tsai 《International Journal of Science and Mathematics Education》2014,12(3):467-474

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Identifying patterns of collaborative knowledge exploration in online asynchronous discussions     

Silvia Wen-Yu Lee  Chin-Chung Tsai 《Instructional Science》2011,39(3):321-347

This study investigated 6 weeks of online asynchronous discussions in a graduate-level course involving eleven students. The research purposes of this study were to identify patterns of collaborative knowledge exploration (CKE) and to suggest new analytical dimensions for investigating online discussions. Based upon a unique theoretical framework integrating the concepts of transition community and discourse community, three major dimensions of online asynchronous learning were adopted in the analysis. The first dimension focuses on the various forms of social negotiation in the discourse. The second dimension regards references to various learning resources, while the third is related to the coherence of the resources utilized. Based upon these dimensions and the analysis of the participating students’ online asynchronous discussions, this study suggested ten different patterns of CKE representing the cognitive processes of Elaborating, Challenging, Correcting, and Debating. We argue that the proposed analytical framework allows us to interpret the sociocultural and cognitive aspects of students’ interactions for online problem-based learning. In addition, the results suggest that the more cognitively demanding the pattern is, the less frequently it occurs. Potential factors contributing to the observed findings are discussed in this study.  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   

Uncovering Malaysian Secondary School Students’ Academic Hardiness in Science,Conceptions of Learning Science,and Science Learning Self-Efficacy: a Structural Equation Modelling Analysis     

Wong  Seng Yue  Liang  Jyh-Chong  Tsai  Chin-Chung 《Research in Science Education》2019,51(2):537-564

The objective of this study was to explore the relationships between academic hardiness in science, conceptions of learning science, and science learning self-efficacy among Malaysian middle school students. The respondents were 320 eighth-grade students from two selected Malaysian middle schools. Three questionnaires were used for this survey: Academic Hardiness in Science (AHS) regarding “commitment,” Conceptions of Learning Science (COLS), including “memorizing,” “calculating and practicing,” and “understanding and seeing in a new way,” and Science Learning Self-Efficacy (SLSE), consisting of “cognition,” “practical work,” “everyday application,” and “science communication.” These three questionnaires were validated and found to be reliable for measuring students’ AHS, COLS, and SLSE. Pearson’s correlation findings indicated that AHS was significantly and positively correlated to all the factors in COLS and SLSE, and all the factors in COLS were significantly and positively correlated to all the factors in SLSE. The relationships among AHS, COLS, and SLSE were then identified by the structural equation model technique. Students with a high commitment to learning science, and who perceived learning science as understanding and seeing in a new way are prone to have confidence at all levels of science learning self-efficacy.

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On-chip actuation transmitter for enhancing the dynamic response of cell manipulation using a macro-scale pump     

Takumi Monzawa  Makoto Kaneko  Chia-Hung Dylan Tsai  Shinya Sakuma  Fumihito Arai 《Biomicrofluidics》2015,9(1)

An on-chip actuation transmitter for achieving fast and accurate cell manipulation is proposed. Instead of manipulating cell position by a directly connected macro-scale pump, polydimethylsiloxane deformation is used as a medium to transmit the actuation generated from the pump to control the cell position. This actuation transmitter has three main advantages. First, the dynamic response of cell manipulation is faster than the conventional method with direct flow control based on both the theoretical modeling and experimental results. The cell can be manipulated in a simple harmonic motion up to 130 Hz by the proposed actuation transmitter as opposed to 90 Hz by direct flow control. Second, there is no need to fill the syringe pump with the sample solution because the actuation transmitter physically separates the fluids between the pump and the cell flow, and consequently, only a very small quantity of the sample is required (<1 μl). In addition, such fluid separation makes it easy to keep the experiment platform sterilized because there is no direct fluid exchange between the sample and fluid inside the pump. Third, the fabrication process is simple because of the single-layer design, making it convenient to implement the actuation transmitter in different microfluidic applications. The proposed actuation transmitter is implemented in a lab-on-a-chip system for red blood cell (RBC) evaluation, where the extensibility of red blood cells is evaluated by manipulating the cells through a constriction channel at a constant velocity. The application shows a successful example of implementing the proposed transmitter.  相似文献   

Some effects of American television programs on children in Formosa     

Michael Kuan Tsai 《广播与电子媒介杂志》2013,57(2):229-238

A national mail survey of commercial television sales managers was conducted to determine whether and how managerial, organizational, and market factors vary by infomercial clearance practice. Results suggest that infomercial clearance is influenced by certain managerial, station, and market factors, with different factors affecting different clearance practices.  相似文献   

Developing web-based curricula: Issues and challenges   总被引：1，自引：0，他引：1  

Chien Chou  Chin-Chung Tsai 《课程研究杂志》2013,45(6):623-636

This study first offers a defence of the view that natural science has transcultural intellectual characteristics relevant to its educational purposes and examines those characteristics under their ontic, epistemic, and value‐related aspects. While the epistemic domain has been most prominent in relation to the science curriculum and its reform, it is the ontic stance of science that is its most distinctive characteristic. Science stands in an attenuated relationship to forms of human valuing, but curriculum reform has attempted to bring value‐related, and particularly ethical, matters into its remit. Science curriculum reform can be understood as an intellectual repositioning in relation to these three domains. This study relates this repositioning to the educational purposes of science, focusing particularly on a tension between liberal and instrumental purposes. Reform of the science curriculum is most coherently based on its distinctive ontic and epistemic characteristics, within a broader curricular framework.  相似文献   

Using electronic maps and augmented reality‐based training materials as escape guidelines for nuclear accidents: An explorative case study in Taiwan     

Ming‐Kuan Tsai  Pei‐Hsun Emma Liu  Nie‐Jia Yau 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(1):E18-E21

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Ideas about earthquakes after experiencing a natural disaster in Taiwan: An analysis of students' worldviews     

Chin-Chung Tsai 《International Journal of Science Education》2013,35(10):1007-1016

On September 21st, 1999, the central part of Taiwan suffered an earthquake which was 7.3 on the Richter scale. This disaster provided a unique and rare opportunity to study students' worldviews. Science educators have proposed that students' worldviews influence their ways of interpreting natural phenomena and then impose an effect on conceptual development in science. The objective of this study was to explore students' worldviews as revealed by their ideas about the causality of earthquakes after experiencing the natural disaster. In Taiwan's socio-cultural milieu, there are some indigenous world-views about earthquakes including the perspectives of supernatural forces and myths. Through tracking the ideas of 60 fifth graders and sixth graders for eight months, this study showed that students tended to employ the following three major approaches to resolve the incongruence between indigenous worldviews and scientific worldviews. First, they may try to accept the scientific ideas and to abandon their original worldviews. Second, they may try to grasp the scientific views and at the same time try to keep the indigenous worldviews unchanged. Many students held a scientific/myths dual perspective about the causes of earthquakes. Finally, they may retain their original worldview and try to ignore the scientific worldview. This paper finally suggests that science educators need to integrate socio-cultural aspects of science and of learning science into science education research and practice.  相似文献