Browsing by Author "Liao, Ya-Wen"

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Bridging Scientific Reasoning and Conceptual Change Through Adaptive Web-Based Learning
(2010-01-01)
She, Hsiao-Ching
;
Liao, Ya-Wen
;
教育研究所
;
Institute of Education
This study reports an adaptive digital learning project, Scientific Concept Construction and Reconstruction (SCCR), and examines its effects on 108 8th grade students' scientific reasoning and conceptual change through mixed methods. A one-group pre-, post-, and retention quasi-experimental design was used in the study. All students received tests for Atomic Achievement, Scientific Reasoning, and Atomic Dependent Reasoning before, I week after, and 8 weeks after learning. A total of 18 Students, six from each class, were each interviewed for I hour before, immediately after, and 2 months after learning. A flow mal) was used to provide a sequential representation of the flow of students' scientific narrative elicited from the interviews, and to further analyze the level of scientific reasoning and conceptual change. Results show students' concepts of atoms, scientific reasoning, and conceptual change made progress, which is consistent with the interviewing results regarding the level of scientific reasoning and quantity of conceptual change. This study demonstrated that students' conceptual change and scientific reasoning could be improved through the SCCR learning project. Moreover, regression results indicated Students' scientific reasoning contributed more to their conceptual change than to the concepts students field immediately after learning. It implies that scientific reasoning was pivotal for conceptual change and prompted students to make associations among, new mental sets and existing hierarchical structure-based memory. (C) 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 91-119, 2010
Enhancing Eight Grade Students' Scientific Conceptual Change and Scientific Reasoning through a Web-based Learning Program
(2009-10-01)
Liao, Ya-Wen
;
She, Hsiao-Ching
;
教育研究所
;
Institute of Education
This study reports the impacts of the Scientific Concept Construction and Reconstruction (SCCR) digital learning system on eighth grade students' concept construction, conceptual change, and scientific reasoning involving the topic of "atoms". A two-factorial experimental design was carried out to investigate the effects of the approach of instruction and students' level of scientific reasoning on their pre-, post-, and retention-Atomic Achievement Test, Atomic Dependent Reasoning Test, and Scientific Reasoning Test. The control group (N=100) received conventional instruction whereas the experimental group (N=111) received an SCCR Web-based course. Results indicate that the experimental group significantly outperformed the conventional group on post- and retention-Atomic Achievement Test and Atomic Dependent Reasoning Test scores, and retention-Scientific Reasoning Test scores. Moreover, students with a higher level of scientific reasoning significantly performed better than students with a lower level of scientific reasoning, regardless of their scores on post- and retention-Atomic Achievement Test and Atomic Dependent Reasoning Test. This study successfully demonstrates that the experimental group students outperformed the conventional group students in the domains of concept construction, conceptual change and scientific reasoning. Moreover, students with a higher level of scientific reasoning were more able to successfully change their alternative conceptions.