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Hsin-Yi Chang Chris Quintana Joseph Krajcik 《Journal of Science Education and Technology》2014,23(3):355-369
In this study, we investigated how students used a drawing tool to visualize their ideas of chemical reaction processes. We interviewed 30 students using thinking-aloud and retrospective methods and provided them with a drawing tool. We identified four types of connections the students made as they used the tool: drawing on existing knowledge, incorporating dynamic aspects of chemical processes, linking a visualization to the associated chemical phenomenon, and connecting between the visualization and chemistry concepts. We also compared students who were able to create dynamic visualizations with those who only created static visualizations. The results indicated a relationship between students constructing a dynamic view of chemical reaction processes and their understanding of chemical reactions. This study provides insights into the use of visualizations to support instruction and assessment to facilitate students’ integrated understanding of chemical reactions. 相似文献
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The aim of the study was to investigate students’ views of model evaluation through the lens of personal epistemology. We developed an integrated analytical framework by combining a developmental framework, including absolutist, multiplist, and evaluatist, with a multi-dimensional framework, including limits of knowing, certainty of knowing, and criteria of knowing. Furthermore, we examined the potential influence of the question contexts and the students’ grade levels. A total of 188 secondary school students were surveyed. Students answered two sets of model evaluation questions based on two scientific contexts. After reading the information about the two models, the students had to choose from three epistemic assumptions and then provide written justifications explaining their choice of assumptions. Quantitative and qualitative analyses were conducted for the multiple-choice questions and the written responses. In both contexts there were higher percentages of 11th-grade students choosing the evaluatist assumptions than the eighth-grade students. For students choosing multiplist and evaluatist assumptions, the 11th-grade students were more likely than the eighth-grade students to think in terms of pragmatic and evidential criteria as the criteria of knowing. Different contexts of the questions evoked different views of model evaluation particularly regarding the limits of knowing. Four additional categories of epistemic levels also emerged from the data. This study provides a new framework for understanding students’ thinking about model evaluation. Implications and suggestions for future research are provided.
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Research in Science Education - Science teachers use a large number of visual representations and models in science classes to guide students to understand complex phenomena and to learn to conduct... 相似文献
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Ji Shen Ou Lydia Liu Hsin-Yi Chang 《International Journal of Science and Mathematics Education》2017,15(1):57-70
This paper presents a transformative modeling framework that guides the development of assessment to measure students’ deep understanding in physical sciences. The framework emphasizes 3 types of connections that students need to make when learning physical sciences: (1) linking physical states, processes, and explanatory models, (2) integrating multiple explanatory models, and (3) connecting scientific models to concrete experiences. We carried out a 2-phase exploratory study that helped further develop and refine the framework. In the first phase, we developed 3 items on sinking and floating and pilot tested them with 18 undergraduate students. Analysis of student responses revealed various student misconceptions and the different connections students made among science ideas. Based on the findings, we revised the assessment, modified the instruction, and collected data from another cohort of 26 students. The second cohort of students showed significant improvement of understanding of sinking and floating after instruction. Implications and limitations of how our assessment framework can be used to improve students’ conceptual understanding in science are discussed. 相似文献
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The aim of this study was to examine the potential impact of the representational characteristics of models and students’ educational levels on students’ views of scientific models and modeling (VSMM). An online multimedia questionnaire was designed to address three major aspects of VSMM, namely the nature of models, the nature of modeling, and the purpose of models. The three scales of representational characteristics included modality, dimensionality, and dynamics. A total of 102 eighth graders and 87 eleventh graders were surveyed. Both quantitative data and written responses were analyzed. The influence of the representational characteristics seemed to be more salient on the nature of models and the purpose of models. Some interactions between the educational levels and the representational characteristics showed that the high school students were more likely to recognize textual representations and pictorial representations as models, while also being more likely to appreciate the differences between 2D and 3D models. However, some other differences between educational levels did not necessarily suggest that the high school students attained more sophisticated VSMM. For instance, in considering what information should be included in a model, students’ attention to particular affordances of the representation can lead to a more naive view of modeling. Implications for developing future questionnaires and for teaching modeling are suggested in this study. 相似文献
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Hsin-Yi Chang Shi-Fang Tzeng 《International Journal of Science and Mathematics Education》2018,16(7):1207-1226
In this study, we have synthesized the research on visualization and representation to propose a model consisting of 4 major components of visualization competence in learning science: constructing, interpreting, transforming, and critiquing visualizations. We have developed and validated an assessment that measures students’ visualization competence of matter (VCM). We administered the VCM assessment to 762 7th to 12th grade students at 2 public high schools in Taiwan. The students had started to learn concepts of matter at the particulate level in the 7th grade. However, traditional assessments rarely measure students’ visualization competence in science. It was therefore unclear how well the students performed on visualization of matter across grade levels. Overall, the results indicated that the students’ visualization competence of matter improved as they advanced to higher grades. A significant factor accounting for the development of their visualization competence of matter is their course experience, not their age or gender. We also found that content knowledge plays only a conditional role in students developing visualization competence of that content. Implications and future studies are discussed. 相似文献
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Hung-Ming Lin Min-Hsien Lee Jyh-Chong Liang Hsin-Yi Chang Pinchi Huang Chin-Chung Tsai 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):1354-1372
Partial least squares structural equation modeling (PLS-SEM) has become a key multivariate statistical modeling technique that educational researchers frequently use. This paper reviews the uses of PLS-SEM in 16 major e-learning journals, and provides guidelines for improving the use of PLS-SEM as well as recommendations for future applications in e-learning research. A total of 53 articles using PLS-SEM published in January 2009–August 2019 are reviewed. We assess these published applications in terms of the following key criteria: reasons for using PLS-SEM, model characteristics, sample characteristics, model evaluations and reporting. Our results reveal that small sample size and nonnormal data are the first two major reasons for using PLS-SEM. Moreover, we have identified how to extend the applications of PLS-SEM in the e-learning research field. 相似文献
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Hsin-Yi Chien 《Journal of International and Intercultural Communication》2019,12(3):209-227
This study examines news coverage of an assault upon an interracial couple that happened in Taiwan in 2015. Using narrative analysis from a social identity perspective, the study notes that Taiwanese news media suppressed gender salience in their coverage of this incident to construct a favorable Taiwanese identity; nevertheless, this strategy was performed at the price of reducing the urgency to combat sexism at a societal level. International news media framed the same event as a case of both racism and sexism; however, racism was given different symbolic meanings by different media, with each international news press conceptualizing racism in a way that met its local audience’s identity needs. In addition, both Taiwanese and international news organizations employed several social identity strategies in their news coverage to negotiate desirable international relations. These findings reveal that news media function as agents of international communication in today’s age of globalization. 相似文献
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Su-Chi Fang Hsin-Yi Chang Wen-Hua Chang Hsin-Kai Wu Chih-Ming Chen 《International Journal of Science Education》2016,38(12):1945-1971
In order to promote scientific inquiry in secondary schooling in Taiwan, the study developed a computer-based inquiry curriculum (including structured and guided inquiry units) and investigated how the curriculum influenced students’ science learning. The curriculum was implemented in 5 junior secondary schools in the context of a weeklong summer science course with 117 students. We first used a multi-level assessment approach to evaluate the students’ learning outcomes with the curriculum. Then, a path analysis approach was adopted for investigating at different assessment levels how the curriculum as a whole and how different types of inquiry units affected the students’ development of conceptual understandings and inquiry abilities. The results showed that the curriculum was effective in enhancing the students’ conceptual knowledge and inquiry abilities in the contexts of the six scientific topics. After the curriculum, they were able to construct interconnected scientific knowledge. The path diagrams suggested that, due to different instructional designs, the structured and guided inquiry units appeared to support the students’ learning of the topics in different ways. More importantly, they demonstrated graphically how the learning of content knowledge and inquiry ability mutually influenced one another and were reciprocally developed in a computer-based inquiry learning environment. 相似文献