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學術出版;;Publications

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收集所有交通大學研究人員與學生個人或團體所發表之各項學術著作，涵蓋期刊論文、教師專書、學位論文等項。;;Collections of Publications of NCTU Researchers and Students Like Journal Papers and Thesis.

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🏛️國立陽明交通大學機構典藏

Author: search.filters.author.Tsai, CCSubject: search.filters.subject.Internet

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Now showing 1 - 5 of 5
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    Item type:Item,
    Diagnosing students' alternative conceptions in science
    (2002-06-01)
    Tsai, CC
    ;
    Chou, C
    ;
    教育研究所
    ;
    師資培育中心
    ;
    Institute of Education
    This study described an attempt to develop a networked two-tier test system. A two-tier test is a two-level multiple-choice question that diagnoses students' alternative conceptions in science. Three networked, two-tier test items were presented in this study. Students in Taiwan (555 14 year olds and 599 16 year olds) were asked to answer these items online. An analysis of students' answers suggested that students' alternative conceptions might be retained even after formal instruction about relevant conceptions. Moreover, their responses were related across these three two-tier test items. Further development of the two-tier test system will mainly focus on designing appropriate feedback and guidance that help students overcome their alternative conceptions. In this way, the networked two-tier test system is not only a diagnostic tool, but also an effective instructional tool. This study has illuminated some innovative thoughts for the research and practice of science education.
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    Item type:Item,
    Preferences toward the constructivist Internet-based learning environments among high school students in Taiwan
    (2005-03-01)
    Chuang, SC
    ;
    Tsai, CC
    ;
    教育研究所
    ;
    師資培育中心
    ;
    Institute of Education
    This paper explored students' preferences toward the constructivist Internet-based learning environments. A Constructivist Internet-based Learning Environment Survey (CILES) was developed. The CILES consisted of six scales, including student negotiation, inquiry learning, reflective thinking, relevance, ease of use and challenge. Questionnaire responses gathered from more than 700 high school students in Taiwan suggested that the survey showed adequate reliability in assessing students' preferences. Students showed stronger preferences for the learning environments, which were easy to use or navigate and integrate complex real-life problems with relevant knowledge in a meaningful way. In addition, males and females shared similar preferences toward the Internet-based learning environments. Students having moderate Internet experiences seemed to be more critical to the preferences of the Internet-based learning environments, in which they may have demanded authentic and facilitated Internet-based learning environments, while their inquiry and reflective thinking should be promoted. (C) 2004 Elsevier Ltd. All rights reserved.
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    Item type:Item,
    Preferences toward Internet-based learning environments: High school students' perspectives for science learning
    (2005-04-01)
    Tsai, CC
    ;
    教育研究所
    ;
    師資培育中心
    ;
    Institute of Education
    ;
    Center of Teacher Education
    Constructivist Internet-based learning environments are advocated by contemporary educators, but few studies investigated students' preferences toward the environments for learning a specific school subject such as science. Therefore, the purpose of this study was to develop a questionnaire to explore students' preferences toward constructivist Internet-based science learning environments. The questionnaire included eight scales: ease of use, relevance, multiple sources, student negotiation, cognitive apprenticeship, reflective thinking, critical judgment and epistemological awareness. The questionnaire responses were gathered from 853 Taiwan high school students. Through factor analysis, these scales revealed highly satisfactory validity and reliability in assessing students' perceptions for Internet-based science learning environments. The students' responses also showed that they strongly preferred the Internet-based learning environments that could connect scientific knowledge with real life situations. Moreover, female students tended to place more emphasis on the instructional guidance offered by the Internet-based environments for science learning, as well as the presentation of scientific knowledge in authentic contexts than did male students. Future research and the implications for Internet-based instruction derived from this study were also discussed.
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    Item type:Item,
    Exploring high school students' and teachers' preferences toward the constructivist Internet-based learning environments in Taiwan
    (2005-06-01)
    Lee, MH
    ;
    Tsai, CC
    ;
    教育研究所
    ;
    Institute of Education
    This paper explores high school students' and teachers' preferences towards constructivist Internet-based learning environments. The study proposes a framework, including two dimensions and five aspects, to illustrate the features of the Internet-based learning environments. Based upon this framework, the Constructivist Internet-based learning environment survey improvement (CILESI) was developed, which includes the scales of ease of use, multiple sources, student negotiation, reflective thinking, critical judgement and epistemological awareness. Questionnaire responses gathered from 630 high school students in Taiwan suggested that the CILESI showed adequate reliability in assessing students' preferences. Male students placed more emphasis on the student negotiation, critical judgement and epistemological awareness enhanced by the Internet-based learning environments than female students did. In addition, the teachers of the sampled students ( n = 78) were also surveyed by CILESI. The teachers tended to express stronger preferences on the ease of use of the Internet-based learning environments than did their students. However, students, when compared with their teachers, seemed to express more preferences towards the features of student negotiation, reflective thinking, critical judgement and epistemological awareness of Internet-based learning environments.
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    University students' perceptions of and attitudes toward (online) peer assessment
    (2006-01-01)
    Wen, ML
    ;
    Tsai, CC
    ;
    教育研究所
    ;
    師資培育中心
    ;
    Institute of Education
    The use of peer assessment (PA) as an alternative form of evaluation method is reported to be helpful in learning and is increasingly being adopted in higher education settings. Through collecting data from 280 university students in Taiwan, a 20-item instrument was developed to investigate university students' attitudes toward and perceptions of PA and online PA. Four subscales, Positive Attitudes, Online Attitudes, Understanding-and-Action, and Negative Attitudes, were extracted and reliabilities were calculated. Results revealed that participating students held positive attitudes toward the use of PA activities, but they viewed online PA as a technical tool to facilitate assessment processes, rather than as a learning aid. Male students had more positive attitudes toward PA than females did, and students with previous PA experiences had less negative attitudes toward PA. A majority of these students suggested that the PA score should be counted as a small part of the total course grade, and there was an effect of the perceived importance of PA score on students' attitudes toward these four subscales.