Browsing by Author "Tsai, CC"

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A networked peer assessment system based on a Vee heuristic
(2001-08-01)
Tsai, CC
;
Liu, EZF
;
Lin, SSJ
;
Yuan, SM
;
師資培育中心
This study implements a networked peer assessment system based on the use of a Vee heuristic. Using this system, students submit their homework (relating to designing science activities) via the underlying network facility. They then assess each other's homework by offering suggestions - again, through the network. Students then modify their original designs based on the suggestions that they receive. This procedure is repeated for two or three consecutive rounds. In this process, each student functions as an author, a reviewer, and an adapter. This learning model allows students to further develop their critical thinking skills. Preliminary peer assessment results revealed that the networked peer-assessment model and Vee heuristic facilitated pre-service science teachers to continuously progress when designing science activities.
A review and discussion of epistemological commitments, metacognition, and critical thinking with suggestions on their enhancement in internet-assisted chemistry classrooms
(2001-07-01)
Tsai, CC
;
師資培育中心
;
Center of Teacher Education
A science teacher's reflections and knowledge growth about STS instruction after actual implementation
(2002-01-01)
Tsai, CC
;
師資培育中心
;
Center of Teacher Education
The major purpose of this study was to describe a science teacher's views of STS (Science-Technology-Society) instruction and what she acquired after implementing a two-semester STS-oriented science course in a high school of Taiwan. Upon analysis of the teacher's journals, inter-view data, concept maps, and relevant student questionnaire responses, this study revealed the following findings. The teacher believed that STS instruction was a potential way of practicing so-called "constructivist" teaching and her pedagogical knowledge about STS showed a considerable growth. As a result of STS instruction, her epistemological views of science seemed to progress toward more constructivist-oriented views of science. The heavy content load of Taiwan's national curriculum, regular cross-class standard tests, the lack of peers' or administrative support, the resource limitations in Chinese language, and the cultural impacts were identified as major factors that inhibited her implementation of STS instruction. (C) 2001 John Wiley Sons, Inc.
Adolescents' perceptions toward the Internet: A 4-T framework
(2004-08-01)
Tsai, CC
;
教育研究所
;
師資培育中心
;
Institute of Education
;
Center of Teacher Education
This study could be viewed as one of the initial attempts to probe adolescents' general perceptions toward the Internet. Through interviewing 40 adolescents in Taiwan, this study found the following 4-T categories for interpreting their perceptions toward the Internet, which included Technology, Tool, Toy, and Travel. Most adolescents perceived the Internet as a tool, implying that these adolescents, in general, held pragmatic views about the Internet. This paper further proposes a framework to elaborate the 4-T categories. The framework consists of the following two axes: one axis probably shows the ontology of the Internet, ranging from a "product" to a "process," whereas the other axis indicates the perceived feature of the Internet, varying from "functional" to "technical." It is finally suggested to carefully investigate the effects of people's Internet perceptions on their behaviors, as well as psychological and cognitive activities in Internet-related environments.
An analysis of scientific epistemological beliefs and learning orientations of Taiwanese eighth graders
(1998-07-01)
Tsai, CC
;
師資培育中心
;
Center of Teacher Education
The purpose of this study was to acquire a better understanding of the interaction between scientific epistemological beliefs and learning orientations in a group of Taiwanese eighth graders. After analyzing questionnaire responses of an initial sample of 202 students, 20 information-rich students were selected as the final subjects for this study; A qualitative analysis through interviewing of the subjects revealed that students holding constructivist epistemological beliefs about science (knowledge constructivists) tended to learn through constructivist-oriented instructional activities, and employ a more active manner as well as more meaningful strategies when learning science, whereas students having epistemological beliefs, more aligned with empiricism (knowledge empiricists), tended to use more rote-like strategies to enhance their understanding. Knowledge constructivist subjects tended to have more pragmatic views about the value of science and they were mainly motivated by their interest and curiosity about science, whereas knowledge empiricist subjects were mainly motivated by performance on examinations. This article suggests the importance of presenting the constructivist philosophy of science for students. It follows that students are expected to have more meaningful orientations, as well as more appropriate attitudes, toward learning science. (C) 1998 John Wiley & Sons, Inc.
An analysis of Taiwanese eighth graders' science achievement, scientific epistemological beliefs and cognitive structure outcomes after learning basic atomic theory
(1998-04-01)
Tsai, CC
;
師資培育中心
;
Center of Teacher Education
This study explored the interrelationships between students' general science achievement, scientific epistemological beliefs and their cognitive structure outcomes derived from instruction of basic atomic theory. Research data were mainly !gathered from 48 Taiwanese eighth graders' questionnaire responses and their recalled scientific information about the atomic model, analysed by a flow map technique as evidence of their cognitive structures. This stud! revealed that students' science achievement was correlated with many of the students' cognitive structure outcomes; however, their scientific epistemological beliefs were also significantly related to the structure of knowledge recall, following their listening to a replay of their prior elicited recall. Students holding more constructivist-oriented views about science tended to recall more information, as well as show more richness, more flexibility and a higher precision of knowledge recall, indicating the!: had a better metacognitive ability when reconstructing their ideas than respondents having empiricist-aligned epistemological beliefs. However, those students having constructivist-oriented epistemological orientations tended to have a slower information retrieval rare.
An investigation of Taiwanese early adolescents' views about the nature of science
(2005-09-01)
Huang, CM
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Tsai, CC
;
Chang, CY
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教育研究所
;
師資培育中心
This study developed a Pupils' Nature of Science Scale, including the subscales of the invented and changing nature of science, the role of social negotiation on science, and cultural context on science, to assess early adolescents' views about the nature of science. More than 6,000 fifth and sixth graders in Taiwan responded to the Scale. The study revealed that the adolescents had quite different perspectives toward different subscales of the nature of science. Moreover, male adolescents tended to express more constructivist-oriented views toward the nature of science than did their female counterparts. The adolescents of different grades and races also displayed varying views toward the nature of science.
An on-chip jitter measurement circuit for the PLL
(2003)
Tsai, CC
;
Lee, CL
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電子工程學系及電子研究所
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Department of Electronics Engineering and Institute of Electronics
A simple built-on-chip PLL jitter measurement circuit, which utilizes the vernier delay line principle, transforms timing difference signals into digital words and has a self calibration capability to minimize the mismatched error caused by the process variation, is proposed and demonstrated.
Analysis of attitudes toward computer networks and internet addiction of Taiwanese adolescents
(2001-06-01)
Tsai, CC
;
Lin, SSJ
;
師資培育中心
;
Center of Teacher Education
This study explored the interplay between young people's attitudes toward computer networks and Internet addiction. Ninety possible Internet addicts were selected for examination after analyzing the questionnaire responses of an initial sample of 753 Taiwanese high school adolescents. It was found that the subjects' attitudes toward computer networks could explain many aspects of Internet addiction. However, actual behaviors on Internet usage and perceptions on the usefulness of Internet were more important than affective responses toward computer networks in predicting adolescents' Internet addiction.
Attitudes towards peer assessment: a comparison of the perspectives of pre-service and in-service teachers
(2006-02-01)
Wen, ML
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Tsai, CC
;
Chang, CY
;
交大名義發表
;
National Chiao Tung University
In recent years, peer assessment has been increasingly used as an alternative method of assessment in classrooms. The study described in this paper employed a 13-item Likert-scale instrument to evaluate participants' attitudes towards both general (seven items) and online peer assessment (six items). A sample of 280 pre-service teachers and 108 in-service teachers from northern Taiwan participated in the study. A difference in attitude was found between pre-service and in-service teachers, because the latter viewed peer assessment as a learning aid. Our results also showed that male pre-service teachers had more positive attitudes towards peer assessment in general; male in-service teachers also liked the online approach more than did their female counterparts. Item-by-item analyses have been conducted in order to explore both the differences in attitude between pre-service and in-service teachers and to identify any gender effects.
Beyond cognitive and metacognitive tools: the use of the Internet as an 'epistemological' tool for instruction
(2004-09-01)
Tsai, CC
;
教育研究所
;
師資培育中心
;
Institute of Education
;
Center of Teacher Education
This paper argues that Internet-based instruction should not be only perceived as a cognitive tool or a metacognitive tool; rather, it can be perceived and used as an epistemological tool. When the Internet is used as an epistemological tool for instruction, learners are encouraged to evaluate the merits of information and knowledge acquired from Internet-based environments, and to explore the nature of learning and knowledge construction. This paper further asserts that Internet-based instruction is perceived as a way to help learners develop advanced epistemologies. On the other hand, developmentally advanced epistemological beliefs can facilitate the practice of Internet-based instruction.
Cognitive-metacognitive and content-technical aspects of constructivist Internet-based learning environments: a LISREL analysis
(2004-11-01)
Wen, MCL
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Tsai, CC
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Lin, HM
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Chuang, SC
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教育研究所
Through a LISREL analysis, this study validated the Constructivist Internet-based Learning Environment Survey (CILES). CILES consisted of six scales, sorted by two aspects. The first aspect, the cognitive-metacognitive aspect, included the scales of student negotiation, inquiry learning, and reflective thinking, whereas the second aspect, the content-technical aspect, involved the scales of Relevance, Ease of Use, and Challenge. A LISREL structural model was also proposed to examine the relationships between students' responses across these two aspects. Survey responses gathered from 483 high school students in Taiwan were the research data for this study. The results from the LISREL confirmatory analysis showed that CILES had highly satisfactory validity and reliability to assess students' preferences for constructivist Internet-based learning environments. Moreover, the structural model indicated that the Internet learning environments that challenged students' existing concepts could facilitate their preferences for student negotiation.. inquiry learning and reflective thinking activities. It is proposed that the Internet can have rich connections with numerous resources and a variety of perspectives, thus constructing appropriate learning environments to provide different kinds of challenges for learners. (C) 2003 Elsevier Ltd. All rights reserved.
Collaboratively developing instructional activities of conceptual change through the Internet: Science teachers' perspectives
(2001-11-01)
Tsai, CC
;
師資培育中心
;
Center of Teacher Education
Conceptions of learning science among high school students in Taiwan: a phenomenographic analysis
(2004-11-01)
Tsai, CC
;
教育研究所
;
師資培育中心
;
Institute of Education
;
Center of Teacher Education
Educators and psychologists have evidence that students' conceptions of learning have a profound influence on the learning process, and thus are related to learning outcomes. The purpose of this paper was to explore the conceptions of learning science held by 120 Taiwanese high school students. The interview data gathered from these students, analysed by a phenomenographic method, revealed seven categories of conceptions of learning science, including: learning science as memorizing, preparing for tests, calculating and practising tutorial problems, the increase of knowledge, applying, understanding, and seeing in a new way. The educational contexts or curricular programmes in which these high school students enrolled also played a role in their conceptions of learning science. This study finally proposed a framework to describe the variations of the conceptions of learning science, consisting of the following features: the forms of knowledge acquisition, motivational orientations, and standards of evaluating learning outcomes. How to change students' unfruitful conceptions of learning science was also discussed.
Determination of optical parameters of a twisted-nematic liquid crystal by phase-sensitive optical heterodyne interferometric ellipsometry
(2005-12-10)
Tsai, CC
;
Chou, C
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Han, CY
;
Hsieh, CH
;
Liao, KY
What is believed to be a novel phase-sensitive optical heterodyne interferometric ellipsometer is set up to characterize a twisted-nematic liquid crystal (TN-LC) by the elliptical parameters of the output polarization state. This ellipsometer presents the advantages of both polarized optical heterodyne interferometry and optical photometry, which introduce a polarization modulation that is capable of performing with high-sensitivity on phase detection in real time. The twist angle Phi and the untwisted phase retardation Gamma of TN-LC are measured precisely. The experimental results verify that a TN-LC can be treated as identical to an elliptical retarder. (c) 2005 Optical Society of America.
Developing a multi-dimensional instrument for assessing students' epistemological views toward science
(2005-10-28)
Tsai, CC
;
Liu, SY
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教育研究所
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師資培育中心
;
Institute of Education
The purpose of this study was to describe the development and validation of an instrument to identify various dimensions of scientific epistemological views (SEVs) held by high school students. The instrument included five SEV dimensions (subscales): the role of social negotiation on science, the invented and creative reality of science, the theory-laden exploration of science, the cultural impacts on science, and the changing features of science. Six hundred and thirteen high school students in Taiwan responded to the instrument. Data analysis indicated that the instrument developed in this study had satisfactory validity and reliability measures. Correlation analysis and in-depth interviews supported the legitimacy of using multiple dimensions in representing student SEVs. Significant differences were found between male and female students, and between students' and their teachers' responses on some SEV dimensions. Suggestions were made about the use of the instrument to examine complicated interplays between SEVs and science learning, to evaluate science instruction, and to understand the cultural differences in epistemological views of science.
Developing a networked VRML learning system for health science education in Taiwan
(2001-07-01)
Chou, C
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Tsai, CC
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Tsai, HF
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傳播研究所
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師資培育中心
This study discusses applying virtual reality (VR) and Virtual Reality Modeling Language (VRML) to promote health science education in Taiwan, It first describes the needs of health science education in Taiwan, and the advantages of using computer technology in health science teaching and learning. A networked desktop VR-based system and courseware entitled "Travelling with Our Food" were developed for health science learning. The design of the course, the development of the system (platform and software), and expert-based and user-based evaluations are reported. Evaluation results, research issues, and possible future work are also discussed. (C) 2001 Elsevier Science Ltd. All rights reserved.
Developing an Internet Attitude Scale for high school students
(2001-08-01)
Tsai, CC
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Lin, SSJ
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Tsai, MJ
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師資培育中心
;
Center of Teacher Education
Although educators over the past decade have developed various scales measuring students' computer attitudes, few of them have constructed scales specifically for attitudes towards the Internet. The purpose of this study was to develop an Internet attitude scale for high school students. Through both revising a previous scale proposed by Selwyn (1997) [Selwyn, N. (1997), Students' attitudes toward computers: validation of a computer attitude scale for 16-19 education. Computers & Education, 28(1), 35-41] and writing new items, this study developed an Internet Attitude Scale of 18 items, with the following four subscales: perceived usefulness, affection? perceived control, and behavior. This study also explored gender differences on the scale, and the relationship between Internet experience and students' responses on the scale. Research data gathered from 753 Taiwan high school students revealed that students of different gender and various Internet experiences did not show statistical differences on the perceptions toward the potential usefulness of the Internet subscale. However, male students tended to express more positive feeling, lower anxiety, and higher confidence toward using the Internet than female students. Students having more Internet experience tended to show similar positive attitudes than those of less experience. (C) 2001 Elsevier Science Ltd. All rights reserved.
Developing science activities through a networked peer assessment system
(2002-01-01)
Tsai, CC
;
Lin, SSJ
;
Yuan, SM
;
教育研究所
;
師資培育中心
This paper described the use of a networked peer assessment system to facilitate the development of inquiry-oriented activities for secondary science education. Twenty-four preservice teachers in Taiwan participated in this study and experienced a three-round peer assessment for developing science activities. The findings suggested that teachers tended to develop more creative, theoretically relevant, and practical science activities as a result of the networked peer assessment. However, the peers' evaluations were not highly consistent with experts' (e.g., university professors) grades. This study also revealed that students who offered detailed and constructive comments on reviewing and criticizing other peers' work might help them improve their own work, especially in the beginning stage of revising their original work. (C) 2002 Elsevier Science Ltd. All rights reserved.
Developing web-based curricula: issues and challenges
(2002-11-01)
Chou, C
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Tsai, CC
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教育研究所
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Institute of Education