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Che-Yu Kuo Tsung-Hau Jen Ying-Shao Hsu 《International Journal of Science Education》2013,35(14):2326-2357
The potential of computer-based assessments for capturing complex learning outcomes has been discussed; however, relatively little is understood about how to leverage such potential for summative and accountability purposes. The aim of this study is to develop and validate a multimedia-based assessment of scientific inquiry abilities (MASIA) to cover a more comprehensive construct of inquiry abilities and target secondary school students in different grades while this potential is leveraged. We implemented five steps derived from the construct modeling approach to design MASIA. During the implementation, multiple sources of evidence were collected in the steps of pilot testing and Rasch modeling to support the validity of MASIA. Particularly, through the participation of 1,066 8th and 11th graders, MASIA showed satisfactory psychometric properties to discriminate students with different levels of inquiry abilities in 101 items in 29 tasks when Rasch models were applied. Additionally, the Wright map indicated that MASIA offered accurate information about students’ inquiry abilities because of the comparability of the distributions of student abilities and item difficulties. The analysis results also suggested that MASIA offered precise measures of inquiry abilities when the components (questioning, experimenting, analyzing, and explaining) were regarded as a coherent construct. Finally, the increased mean difficulty thresholds of item responses along with three performance levels across all sub-abilities supported the alignment between our scoring rubrics and our inquiry framework. Together with other sources of validity in the pilot testing, the results offered evidence to support the validity of MASIA. 相似文献
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Ying-Shao Hsu 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(4):539-557
This paper presents the development and evaluation of a web‐based lesson—Lesson Rainbow. This lesson features multiple representations (MRs), which purposefully deliver concepts in relation to distinctive disciplinary subject areas through story‐based animations that are closely related to learners’ life experiences. The researchers selected 58 2nd‐year junior high school students as the participants (32 males and 26 females). A quasi‐experimental method together with semi‐structured interviews was utilised. This research project was intended to investigate students’ conceptual progress, and to evaluate the use of MRs and of situated learning components in the design of Lesson Rainbow. The statistical results indicated that: (1) students’ science concepts significantly increased (t= 3.84, p < 0.01) through the use of Lesson Rainbow, and (2) students thought that the use of MRs in this web‐based lesson was an effective pedagogical tool inasmuch as it allows for the learning of specific theoretical viewpoints in addition to the necessary background information. Lesson Rainbow employing MRs helps learners to understand the meanings of, and interrelationships between, different kinds of external representations. This kind of design facilitates their understanding of the correspondence between abstract symbolic expressions and real‐world situations. 相似文献
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Tzu-Chiang Lin Ying-Shao Hsu Shu-Sheng Lin Maio-Li Changlai Kun-Yuan Yang Ting-Ling Lai 《International Journal of Science and Mathematics Education》2012,10(2):437-455
This content analysis of articles in the Social Science Citation Index journals from 1995 to 2009 was conducted to provide
science educators with empirical evidence regarding the effects of scaffolding on science learning. It clarifies the definition,
design, and implementation of scaffolding in science classrooms and research studies. The results show important cross-study
evidence that most researchers have adopted a qualitative approach (67.44%), focused on learning context (72.09%), and used
high school students as participants (53.49%). In designing scaffoldings, researchers have shown a preference for long-term
explicit scaffolding using multiple representations to promote procedural and strategic skills and alternative assessments
of learner performance. Nevertheless, scaffolding issues related to teacher education are unexpectedly few (11.63%) in empirical
research. The results also indicate that there are too few studies to guide researchers in considering fading scaffolds for
active learning (9.30%). Future directions and suggestions toward conducting research regarding scaffolding are provided. 相似文献
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Science & Education - The article focuses on the analysis of curriculum documents from Taiwan to investigate how benchmarks for learning nature of science (NOS) are positioned in different... 相似文献
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ABSTRACTThis study aimed at improving the decision-making (DM) skills of 11th graders by incorporating a DM framework, visualisation tools, collaboration, and metacognitive guidance into a socioscientific issue context. Two classes, the experimental group (embedded metacognitive guidance, N?=?42) and the comparison group (no metacognitive guidance, N?=?32), were involved in the implementation of the experimental methodology. An open-ended test and worksheets were developed to assess the students’ DM skills. The results indicated that the two versions of the DM learning modules had similar effects on the improvement in the students’ DM skills, but there were significant differences in their overall skills in DM (Z?=??6.410, p?<?.001), generating criteria (Z?=??6.956, p?<?.001), and evaluating DM results (Z?=??2.533, p?<?.011) based on the student responses on the worksheets. These findings indicate that further studies need to explore the mechanism of metacognitive guidance for students with different socioscientific issue DM skills in e-learning environments. 相似文献
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The purpose of this study was to investigate the effects of representation sequences and spatial ability on students’ scientific understandings about the mechanism of breathing in human beings. 130 seventh graders were assigned to two groups with different sequential combinations of static and dynamic representations: SD group (i.e., viewing static representations and then dynamic ones), and DS group (i.e., viewing dynamic representations and then static ones). Among them, 16 students (8 from each group) with different levels of prior knowledge and spatial ability were interviewed. Data sources included a spatial ability test, pre- and post-tests of scientific understandings (involving factual, conceptual, and spatial knowledge), and semi-structured interviews. The statistical results indicated that the SD sequence helped students gain significantly more factual knowledge. The significant interaction effects further suggested that while the representation sequences had no effect on students with low spatial ability, high spatial ability students in the SD group outperformed than their counterparts in DS group on the items of the conceptual and spatial knowledge. Additionally, the analysis of interviews indicated that the representation sequences could affect the foci of students’ explanations and shape their perceptions about the representations. The results suggested interplays among representation sequences, spatial ability, and students’ understandings, and provided insight into the design and arrangement of multiple representations for science learning. 相似文献
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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
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.
相似文献
| Fu-Kwun HwangEmail: |
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Several researchers have investigated the effects of computer simulations on students’ learning. However, few have focused
on how simulations with authentic contexts influences students’ inquiry skills. Therefore, for the purposes of this study,
we developed a computer simulation (FossilSim) embedded in an authentic inquiry lesson. FossilSim integrated data from real
field investigations with geological laws for identifying the sequence of geological events. Data were collected from two
experiments to examine ninth graders’ abilities for reconstructing a sequence of geological events with the aid of FossilSim.
The sample groups in Experiments 1 and 2 were 58 and 11 ninth graders, respectively. The results indicated that the authentic
inquiry lesson promoted the development of students’ inquiry skills. In addition, FossilSim played a key role in engaging
students to apply geological laws, make multi-scale observations, and clarify their ideas about geological time. 相似文献