Browsing by Author "Hsu, Ying-Shao"

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Assessing Metacognitive Components in Self-Regulated Reading of Science Texts in E-Based Environments
(2018-06-01)
Yen, Miao-Hsuan
;
Wang, Chia-Yu
;
Chang, Wen-Hua
;
Chen, Sufen
;
Hsu, Ying-Shao
The boom in Internet and communication technology has accelerated change in information delivery channels from paper to networked, digital displaying devices. Reading electronically has altered the cognitive and metacognitive processes readers use to approach science texts. Assessing reading in a digitized environment also opens up opportunities to examine the recursive process of self-regulated learning. However, a systematic analysis in this area across paper- and e-based environments is lacking. This study explores methods of assessing metacognition in reading informational science texts to address this gap. A total of 55 studies in 47 articles published from 1990 to 2016 investigating effects of metacognition on science reading are reviewed. The analysis reveals frequently applied methods, including self-report questionnaires for measuring metacognitive knowledge, event-based assessment for metacognitive skills, and questionnaires or interviews for metacognitive experiences. Community acceptable instruments are presented and illustrated. E-based environment has potential to support comprehensive and complicated measurement of metacognition. Future research may further the investigation of interactions among metacognitive components by designing sequential tasks and combining multiple assessment methods. Finally, triangulation of findings from various methods is essential in assessing metacognition involved in self-regulated reading.
CONTENT ANALYSIS OF 1998-2012 EMPIRICAL STUDIES IN SCIENCE READING USING A SELF-REGULATED LEARNING LENS
(2016-01-01)
Hsu, Ying-Shao
;
Yen, Miao-Hsuan
;
Chang, Wen-Hua
;
Wang, Chia-Yu
;
Chen, Sufen
There is an increasing interest in conducting reading-related studies in science education using a self-regulated learning (SRL) lens. This exploration involved a content analysis of 34 articles (38 studies in total) in highly regarded journals from 1998 to 2012 using an SRL interpretative framework to reveal critical features and relationships in the science reading research. A cross-study comparison revealed that most researchers had applied mixed methods approaches (68 %), used instructional cues as an intervention (47 %), and collected both performance and process data (50 %). The summary figures indicated that a variety of instructional cues had different effects on science reading and SRL strategies and that there were interactions between task conditions and cognitive conditions. Customized or personalized metacognitive prompts are especially useful for comprehending hypertexts and conducting online information searches. Based on the findings, it was suggested that future research should apply the COPES model for SRL to design instructional cues for learners and to investigate how external task conditions influence cognitive conditions, self-regulated processes, and reading performance across different science text genres.
CONTENT ANALYSIS OF 1998-2012 EMPIRICAL STUDIES IN SCIENCE READING USING A SELF-REGULATED LEARNING LENS
(2016-01)
Hsu, Ying-Shao
;
Yen, Miao-Hsuan
;
Chang, Wen-Hua
;
Wang, Chia-Yu
;
Chen, Sufen
There is an increasing interest in conducting reading-related studies in science education using a self-regulated learning (SRL) lens. This exploration involved a content analysis of 34 articles (38 studies in total) in highly regarded journals from 1998 to 2012 using an SRL interpretative framework to reveal critical features and relationships in the science reading research. A cross-study comparison revealed that most researchers had applied mixed methods approaches (68 %), used instructional cues as an intervention (47 %), and collected both performance and process data (50 %). The summary figures indicated that a variety of instructional cues had different effects on science reading and SRL strategies and that there were interactions between task conditions and cognitive conditions. Customized or personalized metacognitive prompts are especially useful for comprehending hypertexts and conducting online information searches. Based on the findings, it was suggested that future research should apply the COPES model for SRL to design instructional cues for learners and to investigate how external task conditions influence cognitive conditions, self-regulated processes, and reading performance across different science text genres.
Epilogue for the IJSME Special Issue: Metacognition for Science and Mathematics Learning in Technology-Infused Learning Environments
(2016-03)
Hsu, Ying-Shao
;
Iannone, Paola
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She, Hsiao-Ching
;
Hadwin, Allyson F.
;
Yore, Larry D.
Exploring the Impacts of Cognitive and Metacognitive Prompting on Students\' Scientific Inquiry Practices Within an E-Learning Environment
(2015-02-11)
Zhang, Wen-Xin
;
Hsu, Ying-Shao
;
Wang, Chia-Yu
;
Ho, Yu-Ting
;
教育研究所
This study explores the effects of metacognitive and cognitive prompting on the scientific inquiry practices of students with various levels of initial metacognition. Two junior high school classes participated in this study. One class, the experimental group (n = 26), which received an inquiry-based curriculum with a combination of cognitive and metacognitive prompts, was compared to the other class, the comparison group (n = 25), which received only cognitive prompts in the same curriculum. Data sources included a test of inquiry practices, a questionnaire of metacognition, and worksheets. The results showed that the mixed cognitive and metacognitive prompts had significant impacts on the students\' inquiry practices, especially their planning and analyzing abilities. Furthermore, the mixed prompts appeared to have a differential effect on those students with lower level metacognition, who showed significant improvement in their inquiry abilities. A combination of cognitive and metacognitive prompts during an inquiry cycle was found to promote students\' inquiry practices.
Preface for the IJSME Special Issue: Metacognition for Science and Mathematics Learning in Technology-Infused Learning Environments
(2016-03)
Hsu, Ying-Shao
;
Iannone, Paola
;
She, Hsiao-Ching
;
Hadwin, Allyson
;
交大名義發表
Supporting technology-enhanced inquiry through metacognitive and cognitive prompts: Sequential analysis of metacognitive actions in response to mixed prompts
(2017-07-01)
Hsu, Ying-Shao
;
Wang, Chia-Yu
;
Zhang, Wen-Xin
;
教育研究所
;
Institute of Education
The aim of this study was to develop and examine supports for inquiry practices in computer-based learning environments (CBLEs). Two kinds of supports for inquiry practices were developed, namely cognitive and metacognitive prompts. We employed a multiple case study design to analyze students' metacognitive reactions to these two kinds of prompts and the fading effect on the regulation process using a sequential analysis technique. The results of this study indicate that the high level inquiry group performed not only more metacognitive actions of monitoring and evaluating, but also performed them in different sequences than the less successful students (the middle and low level inquiry groups) during the prompted inquiry tasks. The sequential analysis in this study identified the students' crucial learning patterns of successful inquiry practices in both the structured and guided inquiry stages. The findings can be used to explore the possible alignment between scaffolding and learning behaviors, and the mechanism of fading for inquiry-based learning in CBLEs. (C) 2016 Elsevier Ltd. All rights reserved.