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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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Now showing 1 - 8 of 8

Developing an Internet Attitude Scale for high school students
(2001-08-01)
Tsai, CC
;
Lin, SSJ
;
Tsai, MJ
;
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.
Development of cognitive structures and information processing strategies of elementary school students learning about biological reproduction
(2001-12-01)
Tsai, CC
;
Huang, CM
;
師資培育中心
;
Center of Teacher Education
The purpose of this study was to explore 28 Taiwanese fifth graders' development of knowledge on biological reproduction. The students received three weeks of instruction about biological reproduction and were interviewed to determine their cognitive structures. The interviews were conducted three times, at weekly intervals throughout the instruction, and an additional interview was conducted two months after the instruction. The interview data were analysed through a flow map method to show cognitive structure, and the students' information processing strategies, derived from an analysis of the flow map data, were also explored. The results suggest that there are three stages of cognitive structure development. In the first stage, categorised as 'knowledge development', both the extent of knowledge and the richness of networking of ideas increase. In the second stage, categorised as 'knowledge extension', only the amount of knowledge continues to increase. In the final stage, called 'knowledge refinement', the amount of knowledge recalled decreases, while the richness in networking of ideas remains stable. At the same time, the use of higher-order information processing modes (e.g., narrative containing statements inferring and explaining) increases dramatically. This implies that the rich connections between concepts and the use of higher-order information processing strategies may facilitate maturation of connected knowledge in memory.
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.
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.
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.
University students' self-efficacy and their attitudes toward the Internet: the role of students' perceptions of the Internet
(2006-03-01)
Peng, HY
;
Tsai, CC
;
Wu, YT
;
教育研究所
;
師資培育中心
The attitudes and the self-efficacy that characterize learners relative to the Internet have been identified as important factors that affect learners' motivation, interests and performance in Internet-based learning environments. Meanwhile, learners' perceptions of the Internet may shape learners' attitudes and online behaviours. This study investigates university students' attitudes and self-efficacy towards the Internet, and explores the role that university students' perceptions of the Internet may play in their Internet attitudes and self-efficacy. The results indicate that university students demonstrate positive attitudes and adequate Internet self-efficacy and that these students are more inclined to view the Internet as a functional tool - a functional technology. Gender differences exist in university students' attitudes towards, and perceptions of, the Internet; that is, male students demonstrate Internet attitudes that are more positive than those of their female peers. Furthermore, students who perceive the Internet as a leisure tool ( e. g. as a tour or a toy) show more positive attitudes and communicative self-efficacy than students who use the Internet as a functional technology. Educators and researchers need to be aware of these differences and to take them into consideration in their instruction. Lastly, this study serves as a starting-point for research that more broadly explores learners' perceptions of the Internet.
Reinterpreting and reconstructing science: Teachers' view changes toward the nature of science by courses of science education
(2006-04-01)
Tsai, CC
;
教育研究所
;
師資培育中心
;
Institute of Education
;
Center of Teacher Education
The purpose of this study was to examine the effects of science education courses on a group of Taiwanese inservice and preservice teachers' views toward the nature of science. There were two science education courses in the study; one was for 36 inservice teachers, while the other one was for 32 preservice teachers. Both of the courses included the philosophy of science, the instruction about student alternative conceptions and theories of conceptual change, and some classroom activities for science education. The data sources were based upon these teachers' questionnaires, written responses to open-ended questions and interviews. The findings derived from this study revealed that both inservice and preservice teachers, to a certain extent, changed their views toward the nature of science when completing the courses. Many of them might reinterpret and reconstruct their views about science during the courses, and their views had progressed toward more constructivist-oriented. This study also suggested that the instruction about student alternative conceptions and conceptual change theories was more helpful than direct instruction about the philosophy of science in changing teachers' views about science. (c) 2005 Elsevier Ltd. All rights reserved.
Effects of constructivist-oriented instruction on elementary school students' cognitive structures
(2005-06-01)
Wu, YT
;
Tsai, CC
;
教育研究所
;
師資培育中心
;
Institute of Education
The purpose of this study was primarily to explore the effects of constructivist-oriented instruction on fifth graders' cognitive structures about biological reproduction. Furthermore, such effects on different science achievers were also investigated. The subjects of this study were 69 eleven year olds in Taiwan, who were assigned to either a constructivist-oriented instruction group or a traditional teaching group. The research treatment was conducted for three weeks, and the interview data were gathered a week later after the instruction about biological reproduction. The interview narratives were transcribed into 'flow maps'. The information processing modes shown in the flow maps were also investigated through a series of content analysis. The results of this study revealed that students in the constructivist-oriented instruction group, in general, attained better learning outcomes about biological reproduction after instruction, both in terms of the extent of concepts and in the richness within their cognitive structures. Furthermore, the students in this group were probably better organised and stored their ideas in a higher-level mode of information processing, especially in the mode of 'inferring or explaining'. However, high achievers and low achievers in the constructivist-oriented instruction attained better usage of information processing modes in somewhat different ways; only high achievers in the constructivist-oriented instruction group attained significantly better usage of high-order information processing modes.

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