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Exploring Preschool Teachers’ Conceptions of Teaching and learning, and Their Self-efficacy of Classroom Management and Pedagogical Content Knowledge

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Asia-Pacific Education researcher 2023年第2期32卷 263-273页

作者： Shen, Kuan-Ming Cheng, Yi-Wen Lee, Min-Hsien Institute of Education National Sun Yat-sen University Kaohsiung City Taiwan Master of Science in Computer Science Westcliff University Irvine United States Program of Learning Sciences National Taiwan Normal University 162 Section 1 Heping E. Rd. Taipei City 106 Taiwan Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei City Taiwan

This study aimed to understand the relationship among conceptions of teaching and learning (COLT), classroom management self-efficacy (CMSE), and pedagogical content knowledge self-efficacy (PCKSE). A total of 485 in-service Taiwanese preschool teachers participating in this study completed three questionnaires, viz. the Conceptions of Teaching and learning, the Classroom Management Self-efficacy, and the Pedagogical Content Knowledge Self-efficacy. The research findings indicated that, while teachers regarded conceptions of teaching and learning from a constructivist perspective, they tended to possess higher classroom management self-efficacy and in turn expressed higher PCK self-efficacy. On the contrary, teachers with traditional conceptions of teaching and learning tended to have lower classroom management self-efficacy and accordingly displayed lower PCK self-efficacy. According to the research findings, the present study encouraged teachers to develop constructivist COTL in order to foster better management and PCK. Besides, it is suggested that future studies explore other factors affecting teachers’ self-efficacy. © 2022, De La Salle University.

关键词： Classroom management Conceptions of teaching and learning Pedagogical content knowledge Preschool teachers Self-efficacy

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A Learner Behavioral Anslysis on the Effectiveness of Scaffoldings for Language learning with Educational Robots and IoT-Based Tangible Objects

A Learner Behavioral Anslysis on the Effectiveness of Scaffo...

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International Conference on Advanced learning Technologies (ICALT)

作者： Yueh-hui Vanessa Chiang Nian-Shing Chen Department of Computer Science National Chengchi University Taipei Taiwan Institute for Research Excellence in Learning Sciences Program of Learning Sciences National Taiwan Normal University Taipei Taiwan

The integration of educational robots and IoT-based tangible objects (R&T system) holds great potential for enhancing the learning outcome and providing scaffoldings for language learners. This study was focused on examining the learners' behaviors during language learning activities, to analyze the effectiveness of the scaffoldings provided by the R&T system. The aim was to assess the task completion and responsiveness to learners' learning states. A method called Lag sequential analysis was employed to identify significant sequential behavioral patterns. The results showed that, in addition to confirming the effectiveness of the scaffoldings, the sequential pattern analysis was useful in capturing the dynamics of interaction among learners, robots, teachers, and peers in real-life learning scenarios.

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Effects of interactive unplugged programming activities on computational thinking skills and student engagement in elementary education

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Education and Information Technologies 2023年第9期28卷 12293-12318页

作者： Li, Qi Jiang, Qiang Liang, Jyh-Chong Xiong, Weiyan Liang, Yu Zhao, Wei School of Information Science and Technology Northeast Normal University No. 2555 Jingyue Street Jilin Changchun 130117 China Program of Learning Sciences and Institute for Research Excellence in Learning Sciences National Taiwan Normal University #162 Section 1 Heping East Road Taipei 10610 Taiwan Institute of Policy Studies School of Graduate Studies Lingnan University #8 Castle Peak Road Tuen Mun New Territories SAR Hong Kong

Different instructional strategies have been drawn to assist elementary school students in improving computational thinking (CT) skills and student engagement (SE) in unplugged programming activities. This paper aimed to explore how the interactive strategies of unplugged programming affect CT skills and SE. The study was conducted based on a quasi-experimental research method. The sample was composed of 104 sixth-grade students from northern China. The students in the experimental group learned with interactive unplugged programming, whereas those in the control group learned with non-interactive unplugged programming. Analysis of Covariance statistics and Partial Least Squares Structural Equation Modeling were adopted for data analysis. Results showed that the performance of the experimental group in CT skills and SE was considerably better than that of the control group. Moreover, the predictive relationships were more complex between CT skills and SE in the experimental group. In general, these findings confirmed the teaching value of interactive unplugged programming, and further emphasized the important role of students’ CT skills in programming engagement. Therefore, through the application of interaction in instruction design, each student can be assigned a positive role to create a programming classroom that is more conducive to students. © 2023, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.

关键词： Computational thinking skills Interactive unplugged programming Partial least squares structural equation modeling (PLS-SEM) Student engagement Unplugged programming

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Application of Metacognitive Planning Scaffolding for the Cultivation of Computational Thinking

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Journal of Educational Computing research 2023年第6期61卷 1123 - 1142页

作者： Ying Zhou Ching Sing Chai Xiuting Li Chao Ma Baoping Li Ding Yu Jyh-Chong Liang Faculty of Education Beijing Normal University Beijing China Department of Curriculum and Instruction The Chinese University of Hong Kong Hong Kong China Program of Learning Sciences and Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei Taiwan

Computational thinking is a way of thinking that helps people “think like a computer scientist” to solve practical problems. However, practicing computational thinking through programming is dependent on the problem solvers’ metacognition. This study investigated students’ metacognitive planning and problem-solving performance in programming through two quantitative studies. First, we analyzed the performance of metacognitive planning and of problem solving through the programming of 21 freshmen, and found that the metacognitive planning performance related to “problem description” and “program comprehension” was significantly correlated with problem-solving performance. Second, semi-scaffolding and full-scaffolding were designed based on the first study. Another 89 freshmen were randomly divided into three groups and were asked to write their programming plan with no-scaffolding, semi-scaffolding, or with full-scaffolding. ANCOVA revealed that the problem-solving performance of the no-scaffolding group was significantly weaker than that of the other two groups, but there was no significant difference between the semi-scaffolding and the full-scaffolding groups. The study indicated that semi-scaffolding had a similar effect to full-scaffolding on problem-solving performance. The study suggests that teachers should emphasize supporting students’ “problem description” and “program comprehension” using semi-scaffolding. This scaffolding technique is sufficient and efficient for training students’ computational thinking through problem solving in programming.

关键词： computational thinking problem solving through programming metacognitive planning scaffolding experimental study

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The effect of wearable technology on badminton learning performance: a multiple feedback WISER model in physical education

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Smart learning Environments 2023年第1期10卷 1-21页

作者： Lin, Kuo-Chin Hung, Hui-Chun Chen, Nian-Shing Center for Physical and Health Education National Sun Yat-sen University Kaohsiung City Taiwan Graduate Institute of Network Learning Technology National Central University Taoyuan City Taiwan Institute for Research Excellence in Learning Sciences Program of Learning Sciences National Taiwan Normal University Taipei City Taiwan

Traditional physical education mainly relies on the instructor’s verbal explanations and physical demonstrations. However, learners might be confused about whether their movements and positions are correct. Moreover, a typical badminton class has approximately 50 students, creating a huge teaching load for an instructor. To reduce the instructor’s workload and improve learners’ badminton performance, a multiple feedback WISER model was designed for badminton classes. The model provides visual feedback, information feedback, and verbal guidance to learners. In this study, a quasi-experiment was designed and participants were divided into experimental and control groups. The experimental group adopted the multiple feedback WISER model while the control group applied the conventional method. The teaching experiment lasted for 8 weeks with 46 participants in the experimental group and 50 participants in the control group, respectively. To measure the learning performance, a movement detection system using wearable technology was utilized. The results indicate that the experimental group, which used the multiple feedback WISER model, outperformed the control group, which used traditional teaching methods, on badminton clear and smash skill learning (Clear: p < .001, EG = 71.03, CG = 54.76; Smash: p < .01, EG = 82.79, CG = 72.22). Further analysis reveals that the multiple feedback is more beneficial for learners with lower initial skill levels (Clear: p < .05, Lower = 63.21, Higher = 46.99; Smash: p < .001, Lower = 77.67, Higher = 39.39)

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How humor styles affect humor comprehension and appreciation: A typological approach

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Current Psychology 2023年第19期42卷 16392-16400页

作者： Wu, Ching-Lin Yen, Ying-Fan Chen, Hsueh-Chih Program of Learning Sciences National Taiwan Normal University Taipei Taiwan Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei Taiwan Department of Educational Psychology and Counseling National Taiwan Normal University Education College Building Room 612 No. 162 Sec. 1 Heping E. Rd. Da-an District Taipei City 10610 Taiwan Chinese Language and Technology Center National Taiwan Normal University Taipei Taiwan

There have been many empirical studies on humor styles and humor comprehension and appreciation, but relatively few have directly addressed the relationship between these two topics of humor research, especially studies using a typological approach for humor styles. Therefore, the present study aimed to examine how humor styles are associated with humor comprehension and appreciation using a typological approach. The present study collected the responses of humor styles questionnaires that included ratings of comprehension and funniness of humorous pictures for 962 high school students in Taiwan. The cluster analysis result indicated that there were four humor types of participants: general humor endorsers, humor deniers, positive humor endorsers, and negative humor endorsers. The positive humor endorsers could understand the content of humor pictures better than other types of participants. The general humor endorsers found the humor pictures much funnier than the humor deniers. These findings indicate that humor styles have different associations with humor comprehension and humor appreciation. © 2021, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.

关键词： Humor appreciation Humor comprehension Humor style Pictorial humor

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Influence of Junior High School Students’ humor styles and perceptions of their class Teachers’ humor Styles on Teacher-Student Interaction

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Current Psychology 2023年第19期42卷 16442-16450页

作者： Wu, Ching-Lin Huang, Hsiang-Ju Chen, Pei-Zhen Chen, Hsueh-Chih Program of Learning Sciences National Taiwan Normal University Taipei Taiwan Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei Taiwan Department of Educational Psychology and Counseling National Taiwan Normal University Education College Building Room 612 No. 162 Sec. 1 Heping E. Rd. Da-an District Taipei 10610 Taiwan Chinese Language and Technology Center National Taiwan Normal University Taipei Taiwan

A sense of humor constitutes a core factor that influences teacher-student interactions. The humor that teachers utilize in class may influence teacher-student relationships, either positively or negatively. Moreover, teachers’ humor style influences students’ humor style, and vice versa. This study aimed to construct patterns of humor styles based on typology and explore how these patterns influence their interactions. Data were collected from 990 Taiwanese students regarding their self-reported humor styles and perceptions of class teachers as well as the interaction between the two. Subsequently, k-means clustering was conducted by dividing participants into four clusters based on the collected data: positive humor endorsers, negative humor endorsers, humor deniers, and contradictory humor endorsers. Among these, the grouping of contradictory humor endorsers differed from previous findings. Among the four clusters, the teachers of positive humor endorsers were perceived to have a significantly higher influence and proximity to students, whereas contradictory humor endorsers were perceived to have the lowest influence and proximity to students. The research findings revealed that different patterns of teachers’ and students’ humor styles have a distinct influence on their interactions, which deepens our understanding of the extent to which their humor styles consistently impact their interactions. © 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.

关键词： Humor style Influence Proximity Teacher-Student Interaction

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Using learning analytics with temporal modeling to uncover the interplay of before-class video viewing engagement, motivation, and performance in an active learning context

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Computers and Education 2024年 212卷

作者： Wu, Jiun-Yu Liao, Chen-Hsuan Tsai, Chin-Chung Kwok, Oi-Man Institute of Education National Yang Ming Chiao Tung University Taiwan Program of Learning Sciences National Taiwan Normal University Taiwan Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taiwan Department of Educational Psychology Texas A&M University United States

Video learning is a crucial component in flipped learning related to learners' readiness to attend more complex face-to-face activities. However, instructors may not know students' preparedness and motivation for each class. This study intended to examine the underlying mechanism between students' before-class video-viewing engagement and performance. We investigated learners' motivation (i.e., autonomous and controlled motivation) based on self-determination theory and controlled for their gender, age, and prior performance. An integrated temporal model was built under the dynamic structural equation modeling framework. Participants were 118 Taiwanese graduate students (78 females and 40 males) with a mean age of 26.14 years old. Study findings showed that students engage with the video content in a consistent viewing pattern, which has a significant relationship with their motivation and academic performance from week to week. The frequency of skipping backward was negatively associated with controlled motivation, while the frequency of pauses was positively associated with autonomous and controlled motivation. A high frequency of skipping forward predicted lower learning performance. Besides, a higher ratio of skipping backward predicted higher controlled motivation. Male students, older students, and students with higher prior performance exhibited higher autonomous motivation, which was related to better learning performance. Understanding these relationships can help educators and instructional designers develop more effective strategies for fostering students’ preparedness, engagement and success in active learning contexts. The study findings were discussed considering theoretical advancement and practical implications for enhancing personalized and active learning in higher education to achieve educational equity. © 2024 The Authors

关键词： Students

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Developing a design thinking engagement scale for early childhood teachers

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International Journal of Technology and Design Education 2023年第5期33卷 2045-2069页

作者： Chen, Nanxi Wu, Dandan Hong, Huang-Yao Chai, Ching Sing Liang, Jyh-Chong Center for Educational Science and Technology Beijing Normal University No.18 Jinfeng Road Tangjiawan Guangdong Province Zhuhai City519087 China Department of Early Childhood Education The Education University of Hong Kong Tai Po Hong Kong Department of Education National Cheng-Chi University Taipei City Taiwan Department of Curriculum and Instruction The Chinese University of Hong Kong Shatin Hong Kong Program of Learning Sciences and Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei City Taiwan

Engaging in design thinking activities has been increasingly viewed as important for the craft of teaching for early childhood practitioners. However, reliable and valid measurements for this are lacking. As such, this research aims to develop and validate a design thinking engagement scale (DTES) to assess teachers’ engagement in design thinking. A sample of 370 Chinese kindergarten teachers completed a questionnaire to test its reliability, validity and generality empirically. First, principal component analysis (PCA) and confirmatory factor analysis (CFA) both supported a five-factor structure of the DTES, indicating satisfactory construct validity. The total variance explained in PCA was 85.48%. Second, the reliability analyses within each sub-dimension and for the total DTES also showed an adequate internal consistency for the scale, ranging from.89 to.92 in PCA, and.84 to.94 in CFA. Besides, at CFA, the composite reliability (ρ) (.84 to.94) also indicated a good reliability. Moreover, both good convergent validity and discriminant validity were obtained through the method of average variance extracted (AVE) for each dimension (.64 to.80) and constraining the correlations between each pair of constructs respectively. Thus, the DTES can be a promising tool for measuring design thinking engagement among early childhood teachers. © 2023, The Author(s), under exclusive licence to Springer Nature B.V.

关键词： Principal component analysis

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Identifying university students’ online academic help-seeking patterns and their role in Internet self-efficacy

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Internet and Higher Education 2023年 56卷

作者： Fan, Yang-Hsin Lin, Tzung-Jin School of Learning Informatics Graduate Institute of Information and Computer Education National Taiwan Normal University Taiwan School of Learning Informatics Program of Learning Sciences National Taiwan Normal University Taiwan Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taiwan

The main purposes of this study were, first, to identify Taiwanese university students’ online academic help-seeking (OAHS) patterns and further to compare their Internet self-efficacy (ISE) among the identified patterns. A total of 366 Taiwanese university students were invited to fill out two questionnaires to understand their OAHS and ISE, respectively. The results revealed that three OAHS patterns, adaptive, self-reliant, and socially-affiliated, were characterized based on the cluster analysis. The differences in the students’ various ISE dimensions among the three patterns were then compared. The adaptive students, who commonly adopted all types of OAHS behaviors, tended to be the most efficacious in the seven measured ISE dimensions. The self-reliant students, highlighting that they mainly sought help by searching for relevant information online, showed higher confidence in the ISE dimensions of "Usage," "Application," and "learning" than did the socially-affiliated students (i.e., those who tended to use formal and informal queries to seek academic help online). The socially-affiliated students only showed higher confidence in sharing online information than the self-reliant students. However, in the "Communication," "Verifying," and "Metacognition" ISE dimensions, there were no significant differences between the socially-affiliated and self-reliant students. © 2022 Elsevier Inc.

关键词： Students

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