Browsing by Author "She, Hsiao-Ching"

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A Conductive Chemistry Online Argumentation Courseware with Website Exploring Support
(2015)
Huang, Kai-Yi
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Cheng, Yi-Lin
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She, Hsiao-Ching
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Lin, Yu-Ren
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教育研究所
There is considerable disagreement among researchers about chemistry learning approach. Some have been said to demonstrate an individual advantage, some a social advantage. While there is a great deal of general literature on this field, however, the specific web-based conductive learning is relatively unexplored. We proposed a Chemistry Online Argumentation Courseware (COAC) for enhancing 10th grade students\' learning with website exploring conductive components where senior high school students can easily navigate the embedded website links and create effective scientific arguments. The purpose of this paper is to report on an investigation of learners\' online argumentation activity. Answers were sought to the question: how does the website exploring strategy influence students\' argumentation performance on our conductive COAC. Qualitative results suggested that both Individual and Social group learners had significant improvements in their argumentation ability with the support of website exploring. This study further suggested that the benefit of website exploring argumentation-strategies instruction to the Individual group learners in the chemistry course; they improved fast enough to attain the same progress as the collaborative learners regarding argumentation-based learning. The findings of this study could serve as some general principles for teachers who would like to improve students\' website learning strategy use.
Brain Dynamics of Mathematical Problem Solving
(2012)
Lin, Chun-Ling
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Jung, Melody
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Wu, Ying Choon
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Lin, Chin-Teng
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She, Hsiao-Ching
The purpose of this study is to examine brain activities of participants solving mental math problems. The research investigated how problem difficulty affected the subjects' responses and electroencephalogram (EEG) in different brain regions. In general, it was found that solution latencies (SL) to the math problems increased with difficulty. The EEG results showed that across subjects, the right-central beta, left-parietal theta, left-occipital theta and alpha, right-parietal alpha and beta, medial-frontal beta and medial central theta power decreased as task difficulty increased. This study further explored the effects of problem-solving performance on the EEG. Slow solvers exhibited greater frontal theta activities in the right hemisphere, whereas an inverse pattern of hemispheric asymmetry was found in fast solvers. Furthermore, analyses of spatio-temporal brain dynamics during problem solving show progressively stronger alpha-and beta-power suppression and theta-power augmentation as subjects were reaching a solution. These findings provide a better understanding of cortical activities mediating math-based problem solving and knowledge acquisition that can ultimately benefit math learning and education.
Brain oscillation and connectivity during a chemistry visual working memory task
(2013-11-01)
Huang, Li-Yu
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She, Hsiao-Ching
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Chou, Wen-Chi
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Chuang, Ming-Hua
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Duann, Jeng-Ren
Many studies have reported that frontal theta and posterior alpha activities are associated with working memory tasks. However, fewer studies have focused on examining whether or not the frontal alpha or posterior theta can play a role in the working memory task. This study investigates electroencephalography (EEG) dynamics and connectivity among different brain regions' theta and alpha oscillations. The EEG was collected from undergraduate students (n = 64) while they were performing a Sternberg-like working memory task involving chemistry concepts. The results showed that the frontal midline cluster exhibited sustained theta augmentation across the periods of stimulus presentations, maintenance, and probe presentation, suggesting that the frontal midline theta might associate with facilitating the central execute function to maintain information in the working memory. Study of the central parietal and the occipital clusters revealed a sequence of theta augmentation followed by alpha suppression at constant intervals after the onset of stimulus and probe presentations, suggesting that the posterior theta might be associated with sensory processing, theta gating, or stimulus selection. It further suggests that the posterior alpha event-related de-synchronization (ERD) might be linked to direct information flow into and out of the long-term memory (LTM) and precede stimulus recognition. An alternating phasic alpha event-related synchronization (ERS) and ERD following the 1st stimulus and probe presentations were observed at the occipital cluster, in which alpha ERS might be linked to the inhibition of irrelevant information. (C) 2013 Elsevier B.V. All rights reserved.
Bridging Scientific Reasoning and Conceptual Change Through Adaptive Web-Based Learning
(2010-01-01)
She, Hsiao-Ching
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Liao, Ya-Wen
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教育研究所
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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
EEG Dynamics Reflect the Distinct Cognitive Process of Optic Problem Solving
(1970-01-01)
She, Hsiao-Ching
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Jung, Tzyy-Ping
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Chou, Wen-Chi
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Huang, Li-Yu
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Wang, Chia-Yu
"This study explores the changes in electroencephalographic (EEG) activity associated with the performance of solving an optics maze problem. College students (N = 37) were instructed to construct three solutions to the optical maze in a Web-based learning environment, which required some knowledge of physics. The subjects put forth their best effort to minimize the number of convexes and mirrors needed to guide the image of an object from the entrance to the exit of the maze. This study examines EEG changes in different frequency bands accompanying varying demands on the cognitive process of providing solutions. Results showed that the mean power of theta, alpha 1, alpha 2, and beta 1 significantly increased as the number of convexes and mirrors used by the students decreased from solution 1 to 3. Moreover, the mean power of theta and alpha 1 significantly increased when the participants constructed their personal optimal solution (the least total number of mirrors and lens used by students) compared to their non-personal optimal solution. In conclusion, the spectral power of frontal, frontal midline and posterior theta, posterior alpha, and temporal beta increased predominantly as the task demands and task performance increased."
Effects of Analogical Learning Approaches and Presentation Modalities on Ninth Graders' Learning Outcome and Eye Movements: a Preliminary Study
(1970-01-01)
Chen, Sheng-Chang
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She, Hsiao-Ching
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教育研究所
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Institute of Education
This study analyzed the impact of different analogical learning approaches (analogies or metaphors) integrated with different presentation modalities (pictures or texts) on middle school students' learning performance of electricity with supporting evidence from their eye movement behaviors. Eighty ninth-grade middle school students were randomly assigned into four groups to receive four different versions of an online electricity learning program, including pictorial analogies, textual analogies, pictorial metaphors, and textual metaphors. Data regarding students' eye movement behaviors were collected simultaneously during their online learning. All the students took a pre-test, post-test, and retention test covering their comprehension of electricity concepts. Our results revealed that the analogy group provided more mapping and integration behaviors between the analog and target concepts about electricity, resulting in gaining better performance than the metaphor group. Additionally, students receiving pictorial modality generated more mapping and integration behaviors between the analog and target concepts, resulting in a better understanding of electricity concepts than students learning with textual modality. The associated implications for analogical learning approaches and presentation modalities concerning science learning and eye movement behaviors are also discussed in the paper.
Encoding of Physics Concepts: Concreteness and Presentation Modality Reflected by Human Brain Dynamics
(2012-07-27)
Lai, Kevin
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She, Hsiao-Ching
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Chen, Sheng-Chang
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Chou, Wen-Chi
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Huang, Li-Yu
Previous research into working memory has focused on activations in different brain areas accompanying either different presentation modalities (verbal vs. non-verbal) or concreteness (abstract vs. concrete) of non-science concepts. Less research has been conducted investigating how scientific concepts are learned and further processed in working memory. To bridge this gap, the present study investigated human brain dynamics associated with encoding of physics concepts, taking both presentation modality and concreteness into account. Results of this study revealed greater theta and low-beta synchronization in the anterior cingulate cortex (ACC) during encoding of concrete pictures as compared to the encoding of both high and low imageable words. In visual brain areas, greater theta activity accompanying stimulus onsets was observed for words as compared to pictures while stronger alpha suppression was observed in responses to pictures as compared to words. In general, the EEG oscillation patterns for encoding words of different levels of abstractness were comparable but differed significantly from encoding of pictures. These results provide insights into the effects of modality of presentation on human encoding of scientific concepts and thus might help in developing new ways to better teach scientific concepts in class.
Enhancing Eight Grade Students' Scientific Conceptual Change and Scientific Reasoning through a Web-based Learning Program
(2009-10-01)
Liao, Ya-Wen
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She, Hsiao-Ching
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教育研究所
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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.
Enhancing Students\' NOS Views and Science Knowledge Using Facebook-based Scientific News
(2014-10-01)
Huang, Hsi-Yu
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Wu, Hui-Ling
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She, Hsiao-Ching
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Lin, Yu-Ren
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教育研究所
This study investigated how the different discussion approaches in Facebook influenced students\' scientific knowledge acquisition and the nature of science (NOS) views. Two eighth-and two ninth-grade classes in a Taiwanese junior high school participated in the study. In two of the classes students engaged in synchronous discussion, and in the other two classes they engaged in asynchronous discussion. The 83 participating students discussed scientific news that had been posted on Facebook, with a total of seven news stories. Three instruments - a general NOS views questionnaire, a content-related NOS views questionnaire, and a science knowledge test-were administered before, immediately after, and three weeks after the intervention. In addition, student responses to each news story were collected and analyzed. The results demonstrated that regardless of which online discussion group they participated in, students improved their science content knowledge, general NOS views, and NOS analyses of scientific news. Especially, synchronous discussion proved more effective than asynchronous discussion at helping students to develop science content knowledge and increase their view of community aspects of content-related NOS. These findings demonstrated the advantages of quick feedback and responses in synchronous discussion facilitated communication and cognitive development about subject and subject-related nature of science.
Epilogue for the IJSME Special Issue: Metacognition for Science and Mathematics Learning in Technology-Infused Learning Environments
(2016-03)
Hsu, Ying-Shao
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Iannone, Paola
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She, Hsiao-Ching
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Hadwin, Allyson F.
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Yore, Larry D.
Explore College Students\' Cognitive Processing during Scientific Literacy Online Assessments with the use of Eye Tracking Technology
(2015)
Tsai, Pei-Yi
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Yang, Ting-Ting
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She, Hsiao-Ching
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教育研究所
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Institute of Education
The present study was to explore undergraduate students\' performance and eye movement between two groups (non-science major and science major) on online scientific literacy assessments. The domain of scientific literacy in assessments consisted of identifying scientific questions, explaining phenomena scientifically, and using evidence scientifically. Eye-tracking system was synchronized to collect the indicator data of eye movement while students were engaging in cognitive processing during the assessments. The results showed that the science group students outperformed significantly than their peers in the non-science group on the assessments. Eye movement data further supported that the science group students allocated greater attention and made deeper cognitive processing at area of interest (AOI) on critical web pages compared to the non-science group ones. This study provides empirical evidence that the eye movement behaviors can give an insight into the information processing during scientific literacy online assessments.
Explore the eye movement regarding the cognitive process of online optic reasoning learning
(2015)
Chou, Wen-Chi
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She, Hsiao-Ching
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教育研究所
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Institute of Education
this study to explore the eye movement patterns with underlying cognitive process of optic reasoning between science and non-science major students that have different prior knowledge of optical concepts. There are 33 science major and 33 non-science major undergraduate students were involved in this study. The results showed the science major students and non-science major students have improved learning performance, and science major students significantly outperformed than non-science major students in pre-test and post-test. In addition, the eye movement patterns indicated the mean fixation duration and mean regression duration within areas of interest (AOIs) of pictorial and text region were longer in science major students than that in non-science major students. To get the learning performance and eye movement patterns, we suggested that science major students involved deeper cognitive processing and greater attention during the optic reasoning learning content and might be reflected on eye movement patterns.
Explore the Functional Connectivity between Brain Regions during a Chemistry Working Memory Task
(2015-06-03)
Chou, Wen-Chi
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Duann, Jeng-Ren
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She, Hsiao-Ching
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Huang, Li-Yu
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Jung, Tzyy-Ping
Previous studies have rarely examined how temporal dynamic patterns, event-related coherence, and phase-locking are related to each other. This study assessed reaction-time-sorted spectral perturbation and event-related spectral perturbation in order to examine the temporal dynamic patterns in the frontal midline (F), central parietal (CP), and occipital (O) regions during a chemistry working memory task at theta, alpha, and beta frequencies. Furthermore, the functional connectivity between F-CP, CP-O, and F-O were assessed by component event-related coherence (ERCoh) and component phase-locking (PL) at different frequency bands. In addition, this study examined whether the temporal dynamic patterns are consistent with the functional connectivity patterns across different frequencies and time courses. Component ERCoh/PL measured the interactions between different independent components decomposed from the scalp EEG, mixtures of time courses of activities arising from different brain, and artifactual sources. The results indicate that the O and CP regions' temporal dynamic patterns are similar to each other. Furthermore, pronounced component ERCoh/PL patterns were found to exist between the O and CP regions across each stimulus and probe presentation, in both theta and alpha frequencies. The consistent theta component ERCoh/PL between the F and O regions was found at the first stimulus and after probe presentation. These findings demonstrate that temporal dynamic patterns at different regions are in accordance with the functional connectivity patterns. Such coordinated and robust EEG temporal dynamics and component ERCoh/PL patterns suggest that these brain regions' neurons work together both to induce similar event-related spectral perturbation and to synchronize or desynchronize simultaneously in order to swiftly accomplish a particular goal. The possible mechanisms for such distinct component phase-locking and coherence patterns were also further discussed.
Eye fixation-related fronto-parietal neural network correlates of memory retrieval
(2019-04-01)
Tsai, Pei-Yi
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She, Hsiao-Ching
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Chen, Sheng-Chang
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Huang, Li-Yu
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Chou, Wen-Chi
Eye movements are considered to be informative with regard to the underlying cognitive processes of human beings. Previous studies have reported that eye movements are associated with which scientific concepts are retrieved correctly. Moreover, other studies have also suggested that eye movements involve the cooperative activity of the human brain's fronto-parietal circuits. Less research has been conducted to investigate whether fronto-parietal EEG oscillations are associated with the retrieval processing of scientific concepts. Our findings in this study demonstrated that the fronto-parietal network is indeed crucial for successful memory retrieval. In short, significantly lower theta augmentation in the frontal midline and lower alpha suppression in the right parietal region were observed at the 5th eye fixation for physics concepts that were correctly retrieved than for those that were incorrectly retrieved. Moreover, the visual cortex in the occipital lobe exhibits a significantly greater theta augmentation followed by an alpha suppression following each eye fixation, while a right frontoparietal asymmetry was also found for the successful retrieval of presentations of physics concepts. In particular, the study results showed that eye fixation-related frontal midline theta power and right parietal alpha power at the 5th eye fixation have the greatest predictive power regarding the correctness of the retrieval of physics concepts.
Eye movements predict students' computer-based assessment performance of physics concepts in different presentation modalities
(2014-05-01)
Chen, Sheng-Chang
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She, Hsiao-Ching
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Chuang, Ming-Hua
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Wu, Jiun-Yu
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Tsai, Jie-Li
Despite decades of studies on the link between eye movements and human cognitive processes, the exact nature of the link between eye movements and computer-based assessment performance still remains unknown. To bridge this gap, the present study investigates whether human eye movement dynamics can predict computer-based assessment performance (accuracy of response) in different presentation modalities (picture vs. text). Eye-tracking system was employed to collect 63 college students' eye movement behaviors while they are engaging in the computer-based physics concept questions presented as either pictures or text. Students' responses were collected immediately after the picture or text presentations in order to determine the accuracy of responses. The results demonstrated that students' eye movement behavior can successfully predict their computer-based assessment performance. Remarkably, the mean fixation duration has the greatest power to predict the likelihood of responding the correct physics concepts successfully, followed by re-reading time in proportion. Additionally, the mean saccade distance has the least and negative power to predict the likelihood of responding the physics concepts correctly in the picture presentation. Interestingly, pictorial presentations appear to convey physics concepts more quickly and efficiently than do textual presentations. This study adds empirical evidence of a prediction model between eye movement behaviors and successful cognitive performance. Moreover, it provides insight into the modality effects on students' computer-based assessment performance through the use of eye movement behavior evidence. (C) 2014 Elsevier Ltd. All rights reserved.
Facilitating Students' Conceptual Change and Scientific Reasoning Involving the Unit of Combustion
(2010-08-01)
Lee, Chin-Quen
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She, Hsiao-Ching
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教育研究所
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Institute of Education
This article reports research from a 3 year digital learning project to unite conceptual change and scientific reasoning in the learning unit of combustion. One group of students had completed the course combining conceptual change and scientific reasoning. The other group of students received conventional instruction. In addition to the quantitative data, six students from each group were interviewed to evaluate their conceptual change, correct concepts and scientific reasoning. Results indicate that the experimental group's students significantly outperformed the conventional group on the Combustion Achievement Test (CAT), Scientific Reasoning Test (SRT) and Combustion Dependent Reasoning Test (CDRT). Moreover, the experimental group's students use higher levels of scientific reasoning more frequently and changed their alternative concepts more successfully than did the conventional group. Furthermore, once the experimental group's students' successfully changed their conceptions, their concepts tended to be more stable than the conventional group's students, even after the 6th week of learning. These results demonstrate that combining conceptual change and scientific reasoning indeed improves students' conceptual change and scientific reasoning ability more effectively than conventional instruction.
Fostering 5th Grade Students' Understanding of Science via Salience Analogical Reasoning in On-line and Classroom Learning Environments
(2013-07-01)
Chuang, Ming-Hua
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She, Hsiao-Ching
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教育研究所
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Institute of Education
This study examined whether or not on-line learning (on-line as compared to classroom) influenced the progression of scientific concept construction and analogical reasoning ability; and the degree to which different analogical reasoning (surface and relational salience) contributes to the progression of scientific concept construction and analogical reasoning ability. A total of 190 5th grade students were assigned to three different conditions: surface salience analogical reasoning without the use of on-line learning (condition 1), the same surface salience analogical reasoning with on-line learning (condition 2), and relational salience analogical reasoning with on-line learning (condition 3). Results indicate that condition 2 significantly outperformed condition 1, regardless of the progression of scientific concept construction and analogical reasoning. Condition 2 performed at the same level that condition 3 did, regardless of the progression of scientific concept construction and analogical reasoning. The stepwise regression indicated that the best predictor for scientific concept construction is analogical reasoning followed by scientific reasoning. This study highlights the idea that on-line learning benefits students more than classroom learning, surface salience analogical reasoning is as efficient as relational salience analogical reasoning, and analogical reasoning can better predict scientific concept construction than can scientific reasoning.
Is immersion of any value? Whether, and to what extent, game immersion experience during serious gaming affects science learning
(2017-03)
Cheng, Meng-Tzu
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Lin, Yu-Wen
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She, Hsiao-Ching
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Kuo, Po-Chih
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教育研究所
Many studies have shown the positive impact of serious gaming on learning outcomes, but few have explored the relationships between game immersion and science learning. Accordingly, this study was conducted to investigate the effectiveness of learning by playing, as well as the dynamic process of game immersion experiences, and to further identify whether, and to what extent, immersion affects science learning through serious gaming by using the techniques of cluster analysis. A total of 63 seventh-grade students participated in the study, and a quasi-experimental research design was employed. The results demonstrated that the students gained a holistic understanding of the relevant scientific concepts because their performances on the scenario-based science assessment were significantly improved across serious gameplaying occasions, and the effect of learning was retained long term. Moreover, serious gaming provided students with the experience of immersion insofar as the students indicated a greater degree of immersion in the game over time. Furthermore, two core clusters presenting meaningful patterns, high gaming performance/high immersion and high science learning/low immersion, were revealed. Finally, various interpretations and implications of the obtained data are discussed.
Is immersion of any value? Whether, and to what extent, game immersion experience during serious gaming affects science learning
(2017-03)
Cheng, Meng-Tzu
;
Lin, Yu-Wen
;
She, Hsiao-Ching
;
Kuo, Po-Chih
;
教育研究所
Many studies have shown the positive impact of serious gaming on learning outcomes, but few have explored the relationships between game immersion and science learning. Accordingly, this study was conducted to investigate the effectiveness of learning by playing, as well as the dynamic process of game immersion experiences, and to further identify whether, and to what extent, immersion affects science learning through serious gaming by using the techniques of cluster analysis. A total of 63 seventh-grade students participated in the study, and a quasi-experimental research design was employed. The results demonstrated that the students gained a holistic understanding of the relevant scientific concepts because their performances on the scenario-based science assessment were significantly improved across serious gameplaying occasions, and the effect of learning was retained long term. Moreover, serious gaming provided students with the experience of immersion insofar as the students indicated a greater degree of immersion in the game over time. Furthermore, two core clusters presenting meaningful patterns, high gaming performance/high immersion and high science learning/low immersion, were revealed. Finally, various interpretations and implications of the obtained data are discussed.
Learning through playing Virtual Age: Exploring the interactions among student concept learning, gaming performance, in-game behaviors, and the use of in-game characters
(2015-08-01)
Cheng, Meng-Tzu
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Lin, Yu-Wen
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She, Hsiao-Ching
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教育研究所
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Institute of Education
Video games possess many unique features that facilitate learning. Meanwhile, teaching about evolution is never an easy task due to the existence of some barriers to its learning. Virtual Age, therefore, has been developed in an attempt to harness the power of gaming to increase student understanding of biological evolution. The aim of this study was to examine whether Virtual Age is effective for learning about evolution and to further explore the interplay of student concept learning, gaming performance, and in-game behaviors. A total of 62 7th graders took part in the study, and significant findings were revealed. The students did learn by playing Virtual Age, and their long-term knowledge retention was promising. The in-game behaviors, such as times and duration of viewing the relevant information embedded in Virtual Age, were significantly related to gaming performance (game score), which subsequently influenced learning outcomes. Moreover, the results of cluster analysis indicated that three clusters of low learning outcomes/low gaming performance, high learning outcomes, and high gaming performance emerged. Overall, Virtual Age is an effective game for learning about evolution based on its sound and sophisticated design. Implications derived from the study and suggestions for future work are proposed. (C) 2015 Elsevier Ltd. All rights reserved.