Search results for author:"Li-Kai Lin"
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World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (October 2006) pp. 1539–1543
The Direct-instruction Model favors the use of teacher explanations and modeling combined with student practice and feedback to teach thinking skills. Using this paradigm, this study incorporates e-learning during an 18-week experimental instruction ...
Journal of Science Education and Technology Vol. 21, No. 5 (October 2012) pp. 588–606
This study compared modeling skills and knowledge structures of four groups as seen in their understanding of air quality. The four groups were: experts (atmospheric scientists), intermediates (upper-level graduate students in a different field),...
Learning Behavior Analysis of a Ubiquitous Situated Reflective Learning System with Application to Life Science and Technology Teaching
Journal of Educational Technology & Society Vol. 21, No. 2 (2018) pp. 137–149
Education research has shown that reflective study can efficiently enhance learning, and the acquisition of knowledge and skills from real-life situations has become a focus of interest for scholars. The knowledge-learning model based on verbal...
Interactive Learning Environments Vol. 26, No. 8 (2018) pp. 1074–1089
The purpose of this study is to explore the validity of the assessment tool. The purposive sampling method is applied in this research on a total of 551 preschool children between 4 and 6 years old. Their ages range from 46 to 81 months, with an...
Sufen Chen; Hao-Chang Lo; Jing-Wen Lin; Jyh-Chong Liang; Hsin-Yi Chang; Fu-Kwun Hwang; Guo-Li Chiou; Ying-Tien Wu; Silvia Wen-Yu Lee; Hsin-Kai Wu; Chia-Yu Wang; Chin-Chung Tsai
Physical Review Special Topics - Physics Education Research Vol. 8, No. 2 (2012) pp. 20113–1
Technology has been widely involved in science research. Researchers are now applying it to science education in an attempt to bring students' science activities closer to authentic science activities. The present study synthesizes the research to...