Search results for author:"Hsiao-Ching She"
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Different Gender Students' Participation in the High- and Low-achieving Middle School Questioning-orientated Biology Classrooms in Taiwan
Research in Science & Technological Education Vol. 19, No. 2 (2001) pp. 147–58
This case study investigated gender-based differences in classroom participation through examining teacher-student interactions between a female biology teacher and two groups of middle school students, namely high achievers and low achievers. The...
Elementary and Middle School Students' Image of Science and Scientists Related to Current Science Textbooks in Taiwan
Journal of Science Education and Technology Vol. 4, No. 4 (1995) pp. 283–94
Uses a modified Chambers' Draw-a-Scientist Test (DAST) to examine elementary and middle school students' (n=289) images of science and scientists. Reports an increase in sophistication and complexity in the images according to progressively higher...
Research in Science & Technological Education Vol. 16, No. 2 (1998) pp. 125–35
Explores student-held images of science and scientists according to gender and grade level; examines the reasons behind those images. Concludes that male students are more strongly influenced by public stereotypes of science and scientists. Contains ...
Research in Science & Technological Education Vol. 21, No. 1 (2003) pp. 43–54
Examines the process of student conceptual change regarding thermal expansion using the Dual Situated Learning Model (DSLM) as an instructional approach. Indicates that DSLM promotes conceptual change and holds great potential to facilitate the...
Enhancing Eight Grade Students' Scientific Conceptual Change and Scientific Reasoning through a Web-Based Learning Program
Educational Technology & Society Vol. 12, No. 4 (2009) pp. 228–240
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-...
Computers & Education Vol. 51, No. 2 (September 2008) pp. 724–742
This study reports an adaptive digital learning project, scientific concept construction and reconstruction (SCCR), that was developed based on the theories of Dual Situated Learning Model (DSLM) and scientific reasoning. In addition, the authors...
Computers & Education Vol. 53, No. 4 (December 2009) pp. 1297–1307
This study examined how middle school students constructed their understanding of the mitosis and meiosis processes at a molecular level through multimedia learning materials presented in different interaction and sensory modality modes. A two ...
The Impact of Recurrent On-Line Synchronous Scientific Argumentation on Students' Argumentation and Conceptual Change
Educational Technology & Society Vol. 15, No. 1 (2012) pp. 197–210
This study reports the impact of Recurrent On-Line Synchronous Scientific Argumentation learning on 8th grade students' scientific argumentation ability and conceptual change involving physical science. The control group (N = 76) were recruited to...
On-line synchronous scientific argumentation learning: Nurturing students' argumentation ability and conceptual change in science context
Computers & Education Vol. 55, No. 2 (September 2010) pp. 586–602
The purpose of this study is to examine the difference in effectiveness between two on-line scientific learning programs – one with an argumentation component and one without an argumentation component – on students' scientific argumentation ability ...
Topics: Middle School Education
The Effects of Web-Based/Non-Web-Based Problem-Solving Instruction and High/Low Achievement on Students' Problem-Solving Ability and Biology Achievement
Innovations in Education and Teaching International Vol. 47, No. 2 (May 2010) pp. 187–199
This study investigates the effects of two factors: the mode of problem-solving instruction (i.e. Web-based versus non-Web-based) and the level of academic achievement (i.e. high achievers versus low achievers) on students' problem-solving ability...
Is immersion of any value? Whether, and to what extent, game immersion experience during serious gaming affects science learning
British Journal of Educational Technology Vol. 48, No. 2 (March 2017) pp. 246–263
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...
Web-based undergraduate chemistry problem-solving: The interplay of task performance, domain knowledge and web-searching strategies
Hsiao-Ching She; Meng-Tzu Cheng; Ta-Wei Li; Chia-Yu Wang; Hsin-Tien Chiu; Pei-Zon Lee; Wen-Chi Chou; Ming-Hua Chuang
Computers & Education Vol. 59, No. 2 (September 2012) pp. 750–761
This study investigates the effect of Web-based Chemistry Problem-Solving, with the attributes of Web-searching and problem-solving scaffolds, on undergraduate students' problem-solving task performance. In addition, the nature and extent of Web...