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Lower secondary school students’ perceptions of science assessment feedback and their conceptions of science assessment: a transitional phase of developing an understanding of assessment

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Research in Science and Technological Education 2023年第3期41卷 928-945页

作者： Lee, Min-Hsien Program of Learning Sciences and Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei City Taiwan

Background: In the field of science education, the importance of assessment in students’ learning process has been recognized. Understanding of how students perceive science assessment and feedback may be an important issue that science education researchers need to pay attention to in order to achieve meaningful learning. Purpose: The purpose of this study is to investigate the relationships between lower secondary students’ perceptions of science assessment feedback and their conceptions of science assessment. Sample: The participants of this survey study were 313 eighth-grade students (161 males and 152 females) in Taiwan. Design and methods: Two instruments were adapted and implemented to investigate the aim of this study (i.e. the perceptions of science assessment feedback and conceptions of science assessment). To examine the structural relations between the students’ perceptions of science assessment feedback and their conceptions of science assessment, partial least squares structural equation modeling (PLS-SEM) analysis was performed. Results: The results showed that students who perceived the science assessment feedback as knowledge of the results, reports, and grades (i.e. outcome feedback) tended to highlight the surface conceptions of science assessment (i.e. Reproducing knowledge). Students with the perceptions of assessment feedback as the provision of the correct answer (i.e. corrective feedback) were prone to hold summative conceptions (i.e. Rehearsing and Accountability). In particular, those students who regarded the science assessment feedback as process feedback which focused on improving learning may have had both summative and formative purposes of science assessment (i.e. Improving learning, Problem solving, and Critical judgment). Conclusions: The findings revealed that the lower secondary students’ perceptions of science assessment feedback made a significant contribution to their conceptions of science assessment and may be in a transition

关键词： Conceptions of science assessment Perceptions of science assessment feedback Secondary school students

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Exploring learners’ learning performance, knowledge construction, and behavioral patterns in online asynchronous discussion using guidance scaffolding in visual imagery education

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Educational Technology and Society 2024年第1期27卷 1-17页

作者： Huang, Wen-Lung Li, Liang-Yi Liang, Jyh-Chong Department of Communication Fo Guang University Yilan Taiwan Program of Learning Sciences Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taiwan

The purposes of this study were to explore students’ learning performance, knowledge construction, and behavioral patterns in computer-supported collaborative learning (CSCL) online discussions with/without using Form+Theme+Context (FTC) model guidance scaffolding in visual imagery education. In the online learning activities, the control group did not use the FTC model guidance scaffolding, while the experimental group did. This study employed quantitative content analysis and sequential analysis to investigate the discussion content and behavioral patterns of 63 students from a private university in Taiwan during online discussion learning activities. Results showed that the learning performance of the students in the experimental group outperformed that of students in the control group. Moreover, the study revealed that the two groups of students were primarily sharing or comparing information during discussion. More behaviors of exploring opinions and concepts and communicating or constructing knowledge among group members were observed in the experimental group. Secondly, students in the experimental group participated more in knowledge construction than did students in the control group, and their behavioral patterns were more diverse. Accordingly, this study shows that incorporating the FTC model into learning with sufficient guidance from the instructor could be useful for improving students’ visual imagery analysis abilities. © (2024), (International Forum of Educational Technology and Society). All Rights Reserved.

关键词： Behavior analysis Computer-supported collaborative learning Knowledge construction

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Utilizing Antimicrobial Use Data for Intervention Design: Advancing Antimicrobial Stewardship Practices in African Health Facilities, across Eight Countries

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INTERNATIONAL JOURNAL OF INFECTIOUS DISEASES 2025年 152卷 107764-107764页

作者： Nabiryo, Maxencia Rosado, Helena Garraghan, Frances Iqbal, Ayesha Savieli, Chiko Brandish, Claire Rutter, Victoria Commonwealth Pharmacists Assoc London England Univ Alberta Fac Med & Dent Off Lifelong Learning & Phys Learning Program Edmonton AB Canada Buckinghamshire Healthcare NHS Trust Amersham England

Introduction Commonwealth Partnerships for Antimicrobial Stewardship (CwPAMS) programme, funded by the UK Department of Health and Social Care's Fleming Fund and managed by the Commonwealth Pharmacists Association (CPA) and the Tropical Health and Education Trust, launched its second phase (CwPAMS2) in March 2023. The programme supports the implementation of Point Prevalence Survey (PPS) on antimicrobial use (AMU) in 73 health-facilities across eight African countries: Ghana, Kenya, Malawi, Nigeria, Sierra Leone, Tanzania, Uganda and Zambia. This study assesses how health-facilities in Africa are utilizing PPS data to design and implement antimicrobial stewardship (AMS) interventions. Methods A mixed-methods research design was adopted in this study, with data collection in 3 phases: pre-, mid- and post-implementation from December2022-March2025. Tools for data collection including monitoring and evaluation forms, surveys and interview guides, were created for each phase and administered remotely and in-person. Monitoring and evaluation indicators were created to assess change and impact. Quantitative data were analyzed using descriptive statistics in Microsoft Excel and SPSS software (V22.0), while qualitative data underwent thematic analysis using NVivo14®. Results The results show that 51/73 health-facilities had never conducted a PPS prior to CwPAMS2 implementation. Out of 73 health-facilities, 52 have completed PPS data collection and analysis. PPS data analysis led to identification of both low- and high-AMU for each health-facility, as well as areas of non-compliance with local, national, and international guidelines, such as the WHO AWaRe recommendations. Findings are being used to support the design and implementation of AMS interventions including increasing awareness and engagement of hospital management in AMS, establishing governance structures such as AMS committees, delivering AMS-focused training to prescribers, developing institutional antibiotic po

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Exploring challenges in implementing antimicrobial stewardship interventions across eight African nations: A multi case study

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INTERNATIONAL JOURNAL OF INFECTIOUS DISEASES 2025年 152卷 107394-107394页

作者： Nabiryo, Maxencia Rosado, Helena Garraghan, Frances Brandish, Claire Rutter, Victoria Commonwealth Pharm Assoc London England Univ Alberta Fac Med & Dent Off Lifelong Learning & Phys Learning Program Edmonton AB Canada Buckinghamshire Healthcare NHS Trust Aylesbury England

Introduction The Commonwealth Partnerships for Antimicrobial Stewardship (CwPAMS) programme, funded by the UK Department of Health and Social Care's Fleming Fund and managed by the Commonwealth Pharmacists Association (CPA) and Tropical Health and Education trust (THET), currently supports 24 health partnerships (HPs) developing and implementing antimicrobial stewardship (AMS) interventions in 73 health facilities across eight African countries: Ghana, Kenya, Malawi, Nigeria, Sierra Leone, Tanzania, Uganda, and Zambia. This study assesses the barriers and challenges experienced by HPs in designing and implementing AMS interventions. Method A qualitative case-study design was adopted, with data collection undertaken between June 2023 and March 2024 by in-person (THET and CPA) visits. Data collection methods included non-participant observations, formal and informal feedback from key stakeholders, semi-structured interviews and focus groups. Interview guides were designed based on the Consolidated Framework for Implementation Research to encourage systematic data collection and reporting, track progress and identify barriers encountered during implementation of AMS interventions. Qualitative data underwent thematic analysis using NVivo 14®. Results Since the introduction of CwPAMS, a total of 15 AMS committees, 52 Point Prevalence Surveys (PPS) on antimicrobial use, and 21 AMS action plans have been developed and established across 73 health facilities, with 884 healthcare professionals completing AMS training. Key barriers reported by HPs included: challenges in PPS data collection due to lack, or inadequacy, of electronic patient record systems; delays in permissions and approvals (e.g. ethical approval); competing priorities (e.g. institutional priorities vs quality improvement initiatives); limited funding; challenges with procurement of medicines/reagents; over-ambitious projects as well as monitoring and evaluation plans. Health facilities also reported obstacle

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Combining Natural Language Processing with Epistemic Network Analysis to Investigate Student Knowledge Integration within an AI Dialog

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JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY 2024年 1-14页

作者： Li, Weiying Chang, Hsin-Yi Bradford, Allison Gerard, Libby Linn, Marcia C. Univ Calif Berkeley Sch Educ Berkeley CA 94720 USA Natl Taiwan Normal Univ Program Learning Sci Taipei Taiwan

In this study, we used Epistemic Network Analysis (ENA) to represent data generated by Natural Language Processing (NLP) analytics during an activity based on the Knowledge Integration (KI) framework. The activity features a web-based adaptive dialog about energy transfer in photosynthesis and cellular respiration. Students write an initial explanation, respond to two adaptive prompts in the dialog, and write a revised explanation. The NLP models score the KI level of the initial and revised explanations. They also detect the ideas in the explanations and the dialog responses. The dialog uses the detected ideas to prompt students to elaborate and refine their explanations. Participants were 196 8th-grade students at a public school in the Western United States. We used ENA to represent the idea networks at each KI score level for the revised explanations. We also used ENA to analyze the idea trajectories for the initial explanation, the two dialog responses, and the final explanation. Higher KI levels were associated with more links and increased frequency of mechanistic ideas in ENA representations. Representation of the trajectories suggests that the NLP adaptive dialog helped students who started with descriptive and macroscopic ideas to add more microscopic ideas. The dialog also helped students who started with partially linked ideas to keep linking the microscopic ideas to mechanistic ideas. We discuss implications for STEM teachers and researchers who are interested in how students build on their ideas to integrate their ideas.

关键词： Natural language processing Adaptive dialogs Epistemic network analysis Knowledge integration

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High school students’ epistemic knowledge profiles and their multifaceted learning engagement in science

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Research in Science and Technological Education 2023年第3期41卷 1088-1100页

作者： Lin, Tzung-Jin School of Learning Informatics Program of Learning Sciences National Taiwan Normal University Taipei Taiwan Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei Taiwan

Background: The role of students’ epistemic understanding of science in mediating their engagement in learning activities and tasks has been highlighted in the literature. Although researchers recognize epistemic knowledge of science as a multi-faceted framework, the so-called person-centered approach that aims to generate meaningful and distinct profiles has not been widely adopted. Purpose: The purpose of this study was to explore Taiwanese high school students’ epistemic knowledge profiles and learning engagements in science. Sample: 631 high school students from six senior high schools in Taiwan were invited to participate in the study. There were 375 males and 256 females. The age of these students ranged from 15 to 18 years, with an average age of 16.84. Design and methods: The students’ epistemic knowledge profiles were surveyed and categorized in terms of three critical dimensions of epistemic understanding of scientific knowledge (Uncertainty of Knowledge, Development of Knowledge, and Purpose of Knowledge). Besides, five forms of science learning engagement (Cognitive, Behavioral, Emotional, Social, and Agentic engagement) were evaluated and then compared based on the classified epistemic knowledge profiles. Results: Three epistemic profiles, namely Highly uncertain yet low purpose, Informed yet highly certain, and Uninformed, were identified. Furthermore, the students of the Informed yet highly certain profile had the highest scores on all the five forms of engagement. Yet, the students in the Highly uncertain yet low purpose and Uninformed profiles did not show significant differences in terms of Behavioral, Agentic, Emotional, or Social engagement. Conclusion: The findings suggest that none of the students in any profiles demonstrated fully sophisticated epistemic understanding of scientific knowledge, and this had different effects on their multifaceted science learning engagement. Moreover, the students demonstrated highly uncertain orientation toward

关键词： epistemic knowledge high school students learning engagement

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Impact of a robot and tangible object (R&T) integrated learning system on elementary EFL learners’ English pronunciation and willingness to communicate

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Computer Assisted Language learning 2025年第4期38卷 773-798页

作者： Hsieh, Wen-Min Yeh, Hui-Chin Chen, Nian-Shing Department of Applied Foreign Languages National Yunlin University of Science and Technology Douliu Taiwan Program of Learning Sciences & Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei Taiwan

Research on how the use of social robots helps improve English as Foreign Language (EFL) young learners’ pronunciation and willingness to communicate (WTC) is understudied. This study developed a robot and tangible objects (R&T) learning system and examined its impact on elementary EFL learner’s English pronunciation and WTC. The R&T system consists of a robot, a tablet, a cellphone, and sets of tangible objects that enable students to physically interact with the system. A total of 29 elementary students were engaged in location-specific tasks with the R&T system 40 min a day for five days. Data were collected through pronunciation tests, willingness to communicate questionnaires, and video recordings of students’ interaction with the R&T system. Paired-samples t test showed students improved in both pronunciation and willingness to communicate after interacting with the R&T system. Video recordings found active engagement in the form of multiple tries and active help-seeking. Finally, a missed learning opportunity captured in the video data provided directions for future refinement in robot and task design. © 2023 Informa UK Limited, trading as Taylor & Francis Group.

关键词： EFL pronunciation Robot-assisted language learning (RALL) tangible objects willingness to communicate (WTC)

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Artificial intelligence applied to truck emissions reduction: A novel emissions calculation model

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TRANSPORTATION RESEARCH PART D-TRANSPORT AND ENVIRONMENT 2025年 118卷

作者： Sampaio, Aquilan Robson de Sousa Franco, David Gabriel de Barros Zukowski Junior, Joel Carlos Spada, Arlenes Buzatto Delabary Fed Univ Tocantins UFT Grad Program Digital Agroenergy PPGAD Palmas Tocantins Brazil Fed Univ Northern Tocantins UFNT Undergrad Program Logist Technol Araguaina Tocantins Brazil Fed Univ Tocantins UFT Grad Program Environm Engn PPGEA Palmas Tocantins Brazil State Univ Tocantins UNITINS Grad Program Hybrid Educ Act Learning Methodol & M Palmas Tocantins Brazil

Meeting climate targets requires robust carbon reduction strategies, particularly in the context of road transportation. This study presents a predictive model that integrates CO2 emissions and operational costs for heavy-duty truck loads using Artificial Neural Networks (ANN) and Genetic Algorithms (GA) optimization. The model identifies the optimal vehicle driving profile by balancing environmental sustainability and economic efficiency. A strong correlation between vehicle weight and speed and CO2 emissions was found, with the optimal weight and speed parameters being 49.67 tons and 31.00-36.61 km/h, respectively. The proposed model was tested across five scenarios, with the total cost per kilometer and emissions scenario yielding the best performance. The results demonstrate significant cost reductions, ranging from 31.4 % to 40.5 %, which not only reflect operational but also environmental cost savings. By optimizing driving parameters, fleet managers and decision makers can implement strategies to reduce operational and environmental costs, promoting sustainable transportation practices.

关键词： Sustainable transportation Emissions reduction strategies Greenhouse gases Model optimization Logistics administration

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The effects of self-explanation on game-based learning: Evidence from eye-tracking analyses

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COMPUTERS IN HUMAN BEHAVIOR 2025年 163卷

作者： Chiou, Guo-Li Tsai, Meng-Jung Hsu, Chung-Yuan Natl Taiwan Normal Univ Inst Res Excellence Learning Sci Program Learning Sci 162 Sect 1Heping E Rd Taipei 106 Taiwan Natl Pingtung Univ Sci & Technol Dept Child Care 1 Shuefu Rd Pingtung 91201 Taiwan

The purpose of this study was to examine the effect of self-explanation prompts on game performance using eyetracking techniques. We adopted an experimental design for the study. A total of 40 4th graders participated and were randomly assigned to either the experimental or control group. While the experimental group played a computer game with self-explanation prompts, the control group played the same game without any prompts. A Tobii 4C eye tracker with a sampling rate of 90 Hz was used to record the eye movements of the participants while they were playing the game. A pre-test and post-test were used to assess the participants' understanding of the target concepts of the game before and after their game-playing, respectively. The results indicated an interaction effect between self-explanation and prior knowledge on the learning outcomes. Regarding the participants with lower-level prior knowledge, the experimental group gained significantly better scores on the posttest than the control group. In contrast, with respect to the participants with higher-level prior knowledge, the self-explanation prompts did not demonstrate a positive effect on the experimental group. Moreover, the results of the lag sequential analysis provide solid evidence of the differences in visual transitional patterns between the participants with different levels of prior knowledge while they were reacting to the self-explanation prompts. These results could account for the different learning outcomes achieved by the participants with different levels of prior knowledge in the experimental group.

关键词： Games Pedagogical issues Elementary education Teaching/learning strategies

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Predicting Robotics Pedagogical Content Knowledge: The Role of Computational and Design Thinking Dispositions via Teaching Beliefs

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Journal of Educational Computing Research 2024年第5期62卷 1159-1181页

作者： Hsu, Chung-Yuan Tsai, Meng-Jung Department of Child Care National Pingtung University of Science and Technology Pingtung Taiwan Program of Learning Sciences Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei Taiwan

This research aimed to investigate the structural relationships among teachers’ computational thinking (CT), design thinking (DT), robotics teaching beliefs, and robotics pedagogical content knowledge (RPCK). A total of 98 in-service and pre-service teachers who participated in a robotics teaching professional development workshop served as the sample of the study. A survey including the Computational Thinking Scale, the Design Thinking Disposition Scale, the Robotics Teaching Beliefs Scale and the Technological Pedagogical Content Knowledge–Robotics Scale was conducted after the workshop. A confirmatory factor analysis was employed to validate the measurement constructs, and Partial Least Squares - Structural Equation Modeling (PLS-SEM) analysis was utilized to examine the relationships among the factors. The results revealed that both CT and DT dispositions could positively predict teachers’ robotics teaching beliefs, which subsequently predicted their RPCK. Moreover, a direct positive relationship between CT and RPCK was identified, while such a relationship was not evident for DT. The model demonstrates the critical role of CT in shaping teachers' beliefs and pedagogical strategies of robotics teaching, and provides insights into the indirect influence of DT. Finally, the Model of Robotics Teaching Professional Development (MRTPD) was proposed to profile how to promote teachers’ pedagogical content knowledge of robotics teaching from their CT and DT dispositions. © The Author(s) 2024.

关键词： computational thinking design thinking robot teaching belief technological pedagogical content knowledge (TPACK)

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