Browsing by Author "Chiou, Guo-Li"

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A review of features of technology-supported learning environments based on participants' perceptions
(2015-12-01)
Chang, Hsin-Yi
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Wang, Chia-Yu
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Lee, Min-Hsien
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Wu, Hsin-Kai
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Liang, Jyh-Chong
In this study we reviewed 22 studies on developing instruments that measure teachers\', students\' and adult students\' perceptions of learning environments enhanced by a certain type of technology. We conducted a review of all the instruments to propose a new framework conceptualizing technology-supported learning environments (TSLEs) for future instructional designs, and research on learning environments. This framework was also confirmed with the literature on learning theories. The framework consists of six dimensions: technical, content, cognitive, metacognitive, social, and affective. We found that the studies took more into consideration the technical, cognitive and social dimensions, and less the content, metacognitive, and affective dimensions. Moreover, usability in the technical dimension, relevance in the content dimension, inquiry learning in the cognitive dimension, student autonomy in the metacognitive dimension, and teacher support in the social dimension are the salient features most often investigated in TSLEs. The results provide insights into an overview of the instruments used for TSLEs, implications for the instructional design of TSLEs, and trends in the current and future research on perceptions of TSLEs. (C) 2015 Elsevier Ltd. All rights reserved.
A Review of Intervention Studies On Technology-assisted Instruction From 2005-2010
(2013-07-01)
Wu, Ying-Tien
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Hou, Huei-Tse
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Hwang, Fu-Kwun
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Lee, Min-Hsien
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Lai, Chih-Hung
By reviewing papers published in five important SSCI journals from 2005 to 2010, this study aimed to provide insights into intervention studies on technology-assisted instruction. It was found that still relatively little research on educational technology which addresses the effects of specific instructional interventions on student learning was conducted during this period. Moreover, most reviewed studies were conducted in higher education, rather than in high school, elementary school, or adult education contexts. The two subject domains, science and engineering (including computer studies), were most frequently involved in these studies, the majority of which addressed achievement as research (learning outcome) foci, while relatively fewer studies investigated students' learning process or affective outcomes. Regarding technology adoption, this study revealed that, in both the 2005-2007 and 2008-2010 periods, technologies for specific instructional purposes(e.g., a specially designed system for online collaborative writing) were more frequently adopted than those for general purposes (such as PowerPoint). This study also reveals that technology-mediated interpersonal interactions are commonly utilized in these intervention studies, with the focus mainly on student-student interactions.
A Review of Research on Technology-Assisted School Science Laboratories
(2014-04-01)
Wang, Chia-Yu
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Wu, Hsin-Kai
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Lee, Silvia Wen-Yu
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Hwang, Fu-Kwun
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Chang, Hsin-Yi
Studies that incorporate technologies into school science laboratories have proliferated in the recent two decades. A total of 42 studies published from 1990 to 2011 that incorporated technologies to support school science laboratories are reviewed here. Simulations, microcomputer-based laboratories (MBLs), and virtual laboratories are commonly used to assist students in engaging in laboratory activities, followed by remote laboratories, databases, and other miscellaneous technologies. We report the demographics and characteristics of these technology-assisted laboratory studies and provide examples to illustrate how technologies have facilitated science learning in laboratories for different subjects and science domains, with various levels of student involvement and components of investigations. Major findings of the reviewed articles are summarized to understand the effects of applying technologies in school laboratories. Incorporation of technologies in school science laboratories has changed students\' learning experiences in terms of the phenomena to be explored, their interactions with the natural phenomena or materials, and approaches to handling and making sense of data. Based on our findings, possible directions for future research and emerging instructional issues regarding technology-assisted laboratories are discussed.
A review of using eye-tracking technology in exploring learning from 2000 to 2012
(2013-12-01)
Lai, Meng-Lung
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Tsai, Meng-Jung
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Yang, Fang-Ying
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Hsu, Chung-Yuan
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Liu, Tzu-Chien
This study aims to disclose how eye-tracking technology has been applied to studies of learning, and what eye movement measures have been used for investigations by reviewing studies that have employed the eye-tracking approach. A total of 81 papers including 113 studies were selected from the Social Sciences Citation Index database from 2000 to 2012. Content analysis showed that eye movements and learning were studied under the following seven themes: patterns of information processing, effects of instructional design, reexamination of existing theories, individual differences, effects of learning strategies, patterns of decision making, and conceptual development. As for eye-tracking measurements, the most often used indices were temporal measures, followed by count and spatial measures, although the choice of measures was often motivated by the specific research question. Research development trends show that the use of the eye-tracking method has proliferated recently. This study concludes that the eye-tracking method provides a promising channel for educational researchers to connect learning outcomes to cognitive processes. (C) 2013 Elsevier Ltd. All rights reserved.
Development and implications of technology in reform-based physics laboratories
(2012-10-16)
Chen, Sufen
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Lo, Hao-Chang
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Lin, Jing-Wen
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Liang, Jyh-Chong
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Chang, Hsin-Yi
Technology has been widely involved in science research. Researchers are now applying it to science education in an attempt to bring students' science activities closer to authentic science activities. The present study synthesizes the research to discuss the development of technology-enhanced laboratories and how technology may contribute to fulfilling the instructional objectives of laboratories in physics. To be more specific, this paper discusses the engagement of technology to innovate physics laboratories and the potential of technology to promote inquiry, instructor and peer interaction, and learning outcomes. We then construct a framework for teachers, scientists, and programmers to guide and evaluate technology-integrated laboratories. The framework includes inquiry learning and openness supported by technology, ways of conducting laboratories, and the diverse learning objectives on which a technology-integrated laboratory may be focused.
Exploring the Structure of Science Self-efficacy: A Model Built on High School Students' Conceptions of Learning and Approaches to Learning in Science
(2012-03-01)
Chiou, Guo-Li
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Hang, Jyh-Chong
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交大名義發表
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National Chiao Tung University
This study aimed to investigate the structure of science self-efficacy and proposed a structural model to delineate its relationships with students' conceptions of learning and approaches to learning in science. Three questionnaires, Conceptions of Learning Science (CLS), Approaches to Learning Science (ALS) and Science Self-Efficacy (SSE), were administered to 321 Taiwan high school students to investigate their self-reports of the three corresponding constructs. The results of structural equation modeling (SEM) confirmed our hypothesis that students' conceptions of learning science had a direct effect on their approaches to learning science, which in turn contributed to their science self-efficacy. More specifically, the students' lower-level conceptions of learning science, memorizing, testing and calculating and practicing, exerted positive effects on their surface approaches to learning science, but had negative effects on their deep approaches to learning science. In contrast, students' higher-level conceptions of learning science, increasing one's knowledge, applying, understanding and seeing in a new way, could positively induce the deep motive, deep strategy and surface motive to learn science, but prohibited the surface strategy. The students' deep motive, deep strategy and surface motive, in sequence, were likely to make direct contributions to their science self-efficacy.
High school students' approaches to learning physics with relationship to epistemic views on physics and conceptions of learning physics
(2013-01-01)
Chiou, Guo-Li
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Lee, Min-Hsien
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Tsai, Chin-Chung
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教育研究所
;
Institute of Education
Background and purpose: Knowing how students learn physics is a central goal of physics education. The major purpose of this study is to examine the strength of the predictive power of students' epistemic views and conceptions of learning in terms of their approaches to learning in physics. Sample, design and method: A total of 279 Taiwanese high school students ranging from 15 to 18 years old participated in this study. Three questionnaires for assessing high school students' epistemic views on physics, conceptions of learning physics and approaches to learning physics were developed. Step-wise regression was performed to examine the predictive power of epistemic views on physics and conceptions of learning physics in terms of their approaches to learning physics. Results and conclusion: The results indicated that, in general, compared to epistemic views on physics, conceptions of learning physics are more powerful in predicting students' approaches to learning physics in light of the regression models. That is, students' beliefs about learning, compared with their beliefs about knowledge, may be more associated with their learning approaches. Moreover, this study revealed that the higher-level conceptions of learning physics such as 'Seeing in a new way' were more likely to be positively correlated with the deep approaches to learning physics, whereas the lower-level conceptions such as 'Testing' were more likely to positively explain the surface approaches, as well as to negatively predict the deep approaches to learning physics.
Reappraising the relationships between physics students' mental models and predictions: An example of heat convection
(2013-05-14)
Chiou, Guo-Li
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教育研究所
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Institute of Education
Although prediction is claimed to be a prime function of mental models, to what extent students can run their mental models to make predictions of physical phenomena remains uncertain. The purpose of this study, therefore, was first to investigate 30 physics students' mental models of heat convection, and then to examine the relationship between their mental models and predictions of convection-related phenomena. A series of semistructured interviews was conducted to probe the participants' mental models and predictions of heat convection, and the constant comparative method was adopted for data analysis. The results reveal that the participants held a variety of mental models of heat convection, and nearly half held flawed mental models rather than a scientifically compatible one. In addition, while many participants attempted to run their mental models to make a prediction at the beginning stage of solving an interview problem, the relationship between the models and predictions became increasingly complex as the problem solving process continued. The relationships between mental models and predictions, however, could be better understood by considering the completeness of a mental model, the scale of analyzing mental models, and the retrieval of different formats of mental representations.
Undergraduate Students' Conceptions of and Approaches to Learning in Biology: A study of their structural models and gender differences
(2012)
Chiou, Guo-Li
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Liang, Jyh-Chong
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Tsai, Chin-Chung
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教育研究所
;
Institute of Education
This study reports the findings of a study which examined the relationship between conceptions of learning and approaches to learning in biology. This study, which used structural equation modelling, also sorted to identify gender differences in the relationship. Two questionnaires, the Conceptions of Learning Biology (COLB) and the Approaches to Learning Biology (ALB), were developed to investigate 582 undergraduate biology majors' (275 females and 307 males) conceptions of and approaches to learning biology, respectively. The results indicate a general trend that, while the students possessing lower-level COLB, 'Memorizing', 'Testing', and 'Calculating and Practising', tend to adopt a surface approach to learning in biology, the students expressing higher-level conceptions, 'Increasing one's knowledge', 'Application', and 'Understanding and seeing in a new way', are more likely to adopt a deep approach to learning in biology. This study also found several salient gender differences in the COLB, as well as in the way in which the COLB affected the ALB. For example, female students tended to express more sophisticated COLB than male students. The 'Memorizing' conception of learning biology held by male students is inclined to engender both deep motive and deep strategy, but this tendency was not found among the female students.