Students’ Scientific Epistemic Beliefs,Online Evaluative Standards,and Online Searching Strategies for Science Information: The Moderating Role of Cognitive Load Experience     

Ya-Hui Hsieh  Chin-Chung Tsai 《Journal of Science Education and Technology》2014,23(3):299-308

The purpose of this study is to examine the moderating role of cognitive load experience between students’ scientific epistemic beliefs and information commitments, which refer to online evaluative standards and online searching strategies. A total of 344 science-related major students participated in this study. Three questionnaires were used to ascertain the students’ scientific epistemic beliefs, information commitments, and cognitive load experience. Structural equation modeling was then used to analyze the moderating effect of cognitive load, with the results revealing its significant moderating effect. The relationships between sophisticated scientific epistemic beliefs and the advanced evaluative standards used by the students were significantly stronger for low than for high cognitive load students. Moreover, considering the searching strategies that the students used, the relationships between sophisticated scientific epistemic beliefs and advanced searching strategies were also stronger for low than for high cognitive load students. However, for the high cognitive load students, only one of the sophisticated scientific epistemic belief dimensions was found to positively associate with advanced evaluative standard dimensions.  相似文献   

Simulations of DNA stretching by flow field in microchannels with complex geometry     

Chiou-De Huang  Dun-Yen Kang  Chih-Chen Hsieh 《Biomicrofluidics》2014,8(1)

Recently, we have reported the experimental results of DNA stretching by flow field in three microchannels (C. H. Lee and C. C. Hsieh, Biomicrofluidics 7(1), 014109 (2013)) designed specifically for the purpose of preconditioning DNA conformation for easier stretching. The experimental results do not only demonstrate the superiority of the new devices but also provides detailed observation of DNA behavior in complex flow field that was not available before. In this study, we use Brownian dynamics-finite element method (BD-FEM) to simulate DNA behavior in these microchannels, and compare the results against the experiments. Although the hydrodynamic interaction (HI) between DNA segments and between DNA and the device boundaries was not included in the simulations, the simulation results are in fairly good agreement with the experimental data from either the aspect of the single molecule behavior or from the aspect of ensemble averaged properties. The discrepancy between the simulation and the experimental results can be explained by the neglect of HI effect in the simulations. Considering the huge savings on the computational cost from neglecting HI, we conclude that BD-FEM can be used as an efficient and economic designing tool for developing new microfluidic device for DNA manipulation.  相似文献   

Computer graphics for student engagement in science learning     

Lauren Cifuentes  Yi-Chuan Jane Hsieh 《TechTrends》2001,45(5):21-26

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The development of a robot-based learning companion: a user-centered design approach     

Yi-Zeng Hsieh  Mu-Chun Su  Gow-Dong Chen 《Interactive Learning Environments》2013,21(3):356-372

A computer-vision-based method is widely employed to support the development of a variety of applications. In this vein, this study uses a computer-vision-based method to develop a playful learning system, which is a robot-based learning companion named RobotTell. Unlike existing playful learning systems, a user-centered design (UCD) approach is applied to assess the interface design of the RobotTell System so that the human–robot interaction can be enhanced during the design process. More specifically, the interface of the RobotTell system is assessed based on Nielsen's heuristics. Based on the results of Nielsen's heuristic evaluation, three versions of the RobotTell system were produced. The implications for the design of these three versions of the RobotTell system are discussed.  相似文献   

A Unified Latent Growth Curve Model     

Chueh-An Hsieh  Alexander von Eye  Kimberly Maier  Hsin-Jung Hsieh  Shi-Hsiung Chen 《Structural equation modeling》2013,20(4):592-615

Applying item response theory models to repeated observations has demonstrated great promise in developmental research. By allowing the researcher to take account of the characteristics of both item response and measurement error in longitudinal trajectory analysis, it improves the reliability and validity of latent growth curve analysis. This has enabled the study, to differentially weigh individual items and examine developmental stability and change over time, to propose a comprehensive modeling framework, combining a measurement model with a structural model. Despite a large number of components requiring attention, this study focuses on model formulation, evaluates the performance of the estimators of model parameters, incorporates prior knowledge from Bayesian analysis, and applies the model using an illustrative example. It is hoped that this fundamental study can demonstrate the breadth of this unified latent growth curve model.  相似文献   

Identifying the Factors Impacting the Adequately Yearly Progress Performance in the United States     

Ju-Shan Hsieh 《美中教育评论》2013,(6):417-422

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ARE TAIWANESE AND SINGAPOREAN FUTURE TEACHERS SIMILAR IN THEIR MATHEMATICS-RELATED TEACHING COMPETENCIES?     

Feng-Jui Hsieh  Khoon Yoong Wong  Ting-Ying Wang 《International Journal of Science and Mathematics Education》2013,11(4):819-846

This study investigates the similarities and differences of mathematics-related teaching competencies between the future secondary school teachers of Taiwan and Singapore by using data from the international Teacher Education and Development Study in Mathematics (TEDS-M), organized by the International Association for the Evaluation of Educational Achievement. Taiwan and Singapore are identified as the only two Asian countries integrating the Chinese/Confucian tradition in their education regarding TEDS-M. The relative strengths and weaknesses of these two countries, as compared to other TEDS-M higher-achieving Western countries, such as Germany, Poland, Russia, Switzerland, and the USA, are examined after reselecting and reclassifying the achievement items based on Niss’ (2003) mathematics competence and Hsieh’s (Secondary Education, 63(3), 2012) mathematics teaching competence structures. This study shows that Singaporean future teachers are weaker in the competence of devising formal mathematical arguments and transforming heuristic ideas into valid proofs than Taiwanese future teachers. Taiwan and Singapore demonstrate relative strengths at primary, lower-, and upper-secondary levels in mathematics competencies but show relative weaknesses at the tertiary level than do other higher-achieving Western countries. Comparing these two countries, Taiwan shows relative strengths at upper-secondary and tertiary levels, and Singaporean strengths are at primary and lower-secondary levels. This distinction is primarily because of the thought-oriented category of mathematics competencies. This study also finds that Taiwan and Singapore belong to different clusters compared with the higher-achieving Western countries regarding their future teachers’ relative strengths and weaknesses in either mathematics or mathematics teaching competence.  相似文献   

Gender differences in high-school learning experiences,motivation, self-efficacy,and career aspirations among Taiwanese STEM college students     

Hsieh Tzu-Ling 《International Journal of Science Education》2013,35(13):1870-1884

ABSTRACT

The purpose of this study was to answer the following two questions: (1) Do significant differences exist in high-school learning experience, interests, self-efficacy, and career aspirations between male and female science, technology, engineering, and mathematics (STEM) students? (2) Can high-school learning experiences, interests, and self-efficacy significantly predict career aspirations, and do differences exist between male and female STEM students? This study highlighted the gender gap between male and female university students who had already chosen STEM majors with similar academic ability. A total of 407 first-year students were surveyed at a 4-year research university in Taiwan. For the data analysis, a t-test and multiple regression analysis were used, and the findings indicated that male STEM students had greater family support than their female counterparts. The variable of task value could significantly predict STEM career aspirations for both male and female students, whereas the variable of STEM course self-efficacy could only significantly predict that of male students. In conclusion, the findings highlighted that the motivation of task value was a vital factor for predicting STEM career aspirations, whereas the factor of family support was the main gap between male and female STEM students in terms of their high-school learning experiences.  相似文献   

Undergraduate Engineering Students’ Beliefs,Coping Strategies,and Academic Performance: An Evaluation of Theoretical Models     

Pei-Hsuan Hsieh  Jeremy R. Sullivan  Daniel A. Sass  Norma S. Guerra 《Journal of Experimental Education》2013,81(2):196-218

Research has identified factors associated with academic success by evaluating relations among psychological and academic variables, although few studies have examined theoretical models to understand the complex links. This study used structural equation modeling to investigate whether the relation between test anxiety and final course grades was mediated by personal control, self-efficacy, goal orientation, coping strategies, and self-regulation. Participants were 297 undergraduate students taking an algebra course designed for engineering students. Results indicated that the proposed theoretical model was supported by the data, although a modified model produced a better fit. Other competing models were also tested. Collectively, analyses revealed that the psychological variables played important roles in predicting students’ grades, as all the structural coefficients and R ² statistics were statistically and practically significant. Findings suggest value in the development and testing of additional models that contribute to the expansion of intervention programs to enhance academic outcomes among students.  相似文献   

Corrigendum to “An alternate look at educational psychologists’ productivity from 1991–2002” [Contemporary Educational Psychology 29 (2004) 333–343]     

Pei-Hsuan Hsieh  Taylor AceeWen-Hung Chung  Ya-Ping HsiehHyunjin Kim  Greg D. ThomasJi-in You  Daniel H. Robinson 《Contemporary educational psychology》2006

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