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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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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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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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Using video dubbing to foster college students’ English-speaking ability

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Computer Assisted Language learning 2024年第4期37卷 585-607页

作者： Jao, Cheng-Yueh Yeh, Hui-Chin Huang, Wan-Rou Chen, Nian-Shing Department of Applied Foreign Languages National Yunlin University of Science & Technology Douliu Taiwan Institute for Research Excellence in Learning Sciences Program of Learning Sciences National Taiwan Normal University Taipei Taiwan

While previous studies have focused on the outcomes of using dubbing apps to foster learner’s development of English-speaking ability, this study, grounded in cognitive apprenticeship (CA), is an investigation of the learning processes, which included modeling, coaching, scaffolding, articulation, reflection, and exploration, involved in the use of a dubbing app, Mofunshow. Participants included 26 college students at a science and technology university in Taiwan. Data included GEPT speaking pre-and post-test scores, initial and final dubbing videos, learning logs, and reflective essays. The results showed that after engaging in video dubbing the students improved their English-speaking ability, in terms of accuracy and fluency. Coaching and modeling were ranked as the two most useful processes which supported students as they improved their English-speaking ability through repeatedly listening, echoing, and imitating. Implications and limitations of the study are discussed. © 2022 Informa UK Limited, trading as Taylor & Francis Group.

关键词： cognitive apprenticeship English-speaking ability Video dubbing

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Epistemic Network Analysis of Students’ Drawings to Investigate Their Conceptions of Science learning with Technology

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Journal of Science Education and Technology 2023年第2期32卷 267-283页

作者： Chang, Hsin-Yi Tsai, Chin-Chung Program of Learning Sciences and Institute for Research Excellence in Learning Sciences National Taiwan Normal University #162 Sec.1 Heping E. Rd. Taipei City 106 Taiwan

The study employed epistemic network analysis (ENA) to investigate students’ conceptions of science learning with technology. One-hundred and eleven tenth-grade students were asked to express via drawings their conceptions of experienced and ideal learning of science with technology. Their drawings were coded into 20 elements in seven categories. ENA was then employed to generate and compare network models that show structures of the students’ conceptions. The results suggest that the students’ conceptions are diverse and connected. It was found that (1) the students’ conceptions of experienced and ideal learning of science with technology were significantly different, (2) the students who emphasized understanding as the main goal of science learning were better able to envision ideal learning of science with technology in light of how innovative technology can be used to enhance learning experiences, (3) the students who emphasized testing showed conceptions of science learning with technology limited to inside classrooms, and (4) the students who emphasized both understanding and testing demonstrated a pragmatic view of science learning and paid more attention to the affordances and effects of technology. Implications include that the potential of technology has yet to be fully taken advantage of to support science learning and that specific learning experiences may be tailored for students to address or broaden their conceptions of learning. The study may contribute to research by introducing new analysis methods of combining ENA with drawings and to theory and practice by revisiting theoretical frameworks of learning environments based on understanding of students’ conceptions. © 2023, The Author(s), under exclusive licence to Springer Nature B.V.

关键词： Conceptions of learning Drawing Epistemic network analysis Science learning with technology

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Human–robot interface design–the ‘Robot with a Tablet’ or ‘Robot only’, which one is better?

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Behaviour and Information Technology 2023年第10期42卷 1590-1603页

作者： Hu, Chih-Chien Yang, Yu-Fen Chen, Nian-Shing Department of Information Management Tatung University Taipei City Taiwan Department of Applied Foreign Languages National Yunlin University of Science and Technology Yunlin Douliou Taiwan Institute for Research Excellence in Learning Sciences and Program of Learning Sciences National Taiwan Normal University Taipei City Taiwan

The new era of integrating robots with artificial intelligence and the Internet of Things has provided huge potential for service robots to play important roles in our daily lives. Therefore, it is interesting to investigate whether a robot should have a separate device to incorporate digital content or use its face to toggle between facial expressions and digital content. From the human–robot interface (HRI) design perspective, a robot with a tablet obviously is closer to a real human teacher using a tablet while teaching students in a classroom. However, limited research has been done to explore such HRI design and its impacts on human behaviours. A robot-facilitated storytelling learning system was developed in this study to evaluate the impact of HRI design on college students’ learning behaviours in two different conditions: ‘Robot with Tablet’ or ‘Robot only’. The results revealed that both learning conditions of HRI design benefited college students from knowledge acquisition of vocabulary and comprehension of story content. Furthermore, ‘Robot only’ which is more cost-effective was found to be as good as that of ‘Robot with Tablet’ for the students in terms of knowledge acquisition, cognitive load and learning fatigue. © 2022 Informa UK Limited, trading as Taylor & Francis Group.

关键词： Cost effectiveness

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Parent-Child Interaction in Game-Based learning 16

Parent-Child Interaction in Game-Based Learning

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16th IIAI International Congress on Advanced Applied Informatics, IIAI-AAI 2024

作者： Li, Ming-Chaun Tsai, Chin-Chung Hou, Huei-Tse Graduate Institute of Library Information and Archival Studies National Chengchi University Taipei City Taiwan Program of Learning Sciences and Institutions for Research Excellence in Learning Sciences National Taiwan Normal University Taipei City Taiwan Graduate Institute of Applied Science and Technology National Taiwan University of Science and Technology Taipei City Taiwan

ISBN: (纸本)9798350377903

This study is aimed to explore parent-child interaction in a game-based learning activity. The participants were 10 parent-child dyads. The children were 10.4 years old in average and the parents were 45.4 years old. Parent-child interaction behaviors and discourses during gameplay were recorded by both digital video recorders and screen recording software. To explore the patterns of parent-child interactions, a quantitative content analysis was conducted. The parent-child interaction of the game success group and the game fail group were compared. According to the results of quantitative content analysis, the parents of the success group showed more observation and teaching behaviors, and the parents of the fail group mainly observed and gave feedbacks to their children. © 2024 IEEE.

关键词： Federated learning

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Strategies and difficulties during students’ construction of data visualizations

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International Journal of STEM Education 2024年第1期11卷 11页

作者： Chang, Hsin-Yi Chang, Yen-Jung Tsai, Meng-Jung Program of Learning Sciences and Institute for Research Excellence in Learning Sciences National Taiwan Normal University #162 Sec.1 Heping E. Rd. Taipei City 106 Taiwan Department of Graphic Arts and Communications National Taiwan Normal University Taipei City Taiwan

Background: Data visualizations transform data into visual representations such as graphs, diagrams, charts and so forth, and enable inquiries and decision-making in many professional fields, as well as in public and economic areas. How students’ data visualization literacy (DVL), including constructing, comprehending, and utilizing adequate data visualizations, can be developed is gaining increasing attention in STEM education. As fundamental steps, the purpose of this study was to understand common student difficulties and useful strategies during the process of constructing data visualization so that suggestions and principles can be made for the design of curricula and interventions to develop students’ DVL. Methods: This study engaged 57 college and high school students in constructing data visualizations relating to the topic of air quality for a decision-making task. The students’ difficulties and strategies demonstrated during the process of data visualization were analyzed using multiple collected data sources including the students’ think-aloud transcripts, retrospective interview transcripts, and process videos that captured their actions with the data visualization tool. Qualitative coding was conducted to identify the students’ difficulties and strategies. Epistemic network analysis (ENA) was employed to generate network models revealing how the difficulties and strategies co-occurred, and how the college and high school students differed. Results: Six types of student difficulties and seven types of strategies were identified. The strategies were further categorized into non-, basic- and high-level metavisual strategies. About three-quarters of the participants employed basic or high-level metavisual strategies to overcome the technological and content difficulties. The high school students demonstrated a greater need to develop content knowledge and representation skills, whereas the college students needed more support to know how to simplify data to

关键词： Construction Data visualization Difficulty Epistemic network analysis Metacognitive strategy

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The effect of the cyclic curricular design of modelling-based instruction with virtual labs

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International Journal of Science Education 2024年第1期46卷 46-72页

作者： Chang, Hsin-Yi Liu, Chen-Chung Wen, Chi-Ting Chang, Ming-Hua Fan Chiang, Shih-Hsun Hwang, Fu-Kwun Program of Learning Sciences and Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei Taiwan Department of Computer Science and Information Engineering National Central University Taoyuan Taiwan Department of Computer Science and Information Management Soochow University Taipei Taiwan Department of Physics National Taiwan Normal University Taipei Taiwan

One issue facing teachers who implement model-based instruction within the school system is the tight curricular schedule. The ‘lesson objective tension’ calls for investigations to address instructional issues such as how to organise modelling-based instruction at the curriculum level which is across multiple units. We investigated the effect of the cyclic curricular design spacing out three modelling-based instruction units with virtual labs over three semesters, each involving 73, 181, and 150 junior high school students, respectively. Results indicate that, overall, the approach of modelling with virtual labs better promoted students’ scientific literacy than the traditional instruction did. Specifically, students with low and moderate school science achievements benefitted more as shown in their scientific literacy scores than did the high achievement students. Furthermore, this study found that receiving one unit of modelling-based instruction may not be sufficient to promote students’ scientific literacy, whereas the cyclic approach that suggests students receive two or more units of modelling-based instruction with virtual labs spaced over consecutive semesters had significant effects on promoting students’ scientific literacy. The results provide insights into when and how modelling-based learning with virtual labs can promote scientific literacy at a curricular level. © 2023 Informa UK Limited, trading as Taylor & Francis Group.

关键词： lesson objective tension Modelling virtual labs

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