Search results for author:"Wu Hsin-Kai"
Total records matched: 31 Search took: 0.100 secs
National Taiwan Normal University
Journal of Science Education and Technology Vol. 21, No. 6 (December 2012) pp. 754–767
Multiple external representations (MERs) have been widely used in science teaching and learning. Theories such as dual coding theory and cognitive flexibility theory have been developed to explain why the use of MERs is beneficial to learning, but...
Using Scaffolding Strategies to Promote Young Children's Scientific Understandings of Floating and Sinking
Journal of Science Education and Technology Vol. 20, No. 5 (October 2011) pp. 656–666
The purposes of this study are to examine young children's explanations of floating and sinking and to investigate how scaffolding strategies provided by a tutor could promote their scientific understandings. Fifteen 4-year-olds and fifteen 5-year...
Toward an integrated model for designing assessment systems: An analysis of the current status of computer-based assessments in science
Computers & Education Vol. 68, No. 1 (October 2013) pp. 388–403
Drawing upon an integrated model proposed by Bennett and Bejar (1998), this review study examined how 66 computer-based science assessments (CBSAs) in basic science and medicine took advantage of advanced technologies. The model regarded a CBSA as...
Ninth-Grade Student Engagement in Teacher-Centered and Student-Centered Technology-Enhanced Learning Environments
Science Education Vol. 91, No. 5 (September 2007) pp. 727–749
Engagement has been viewed as an important construct to understand students' learning performances in classroom settings. Taking an interactive perspective, the study investigates ninth graders' cognitive, emotional, and behavioral engagement in...
A Comparison Study of Augmented Reality versus Interactive Simulation Technology to Support Student Learning of a Socio-Scientific Issue
Interactive Learning Environments Vol. 24, No. 6 (2016) pp. 1148–1161
We investigated the impact of an augmented reality (AR) versus interactive simulation (IS) activity incorporated in a computer learning environment to facilitate students' learning of a socio-scientific issue (SSI) on nuclear power plants and...
World Conference on Educational Media and Technology 2006 (June 2006) pp. 1390–1396
In order to explored if instructional approaches (teacher-centered or students-centered) and exploratory learning activity (hands-on or computer simulation) influence students conceptual understanding about reasons for the seasons, we designed a...
International Journal of Science and Mathematics Education Vol. 6, No. 1 (March 2008) pp. 63–85
Researchers in educational technology have searched for factors to explain teachers' acceptance and resistance to using technology for instruction. Among the many identified factors, however, organizational and school factors have not yet been...
Effects of Representation Sequences and Spatial Ability on Students' Scientific Understandings about the Mechanism of Breathing
Instructional Science: An International Journal of the Learning Sciences Vol. 41, No. 3 (May 2013) pp. 555–573
The purpose of this study was to investigate the effects of representation sequences and spatial ability on students' scientific understandings about the mechanism of breathing in human beings. 130 seventh graders were assigned to two groups with...
Factors Influencing Junior High School Teachers' Computer-Based Instructional Practices Regarding Their Instructional Evolution Stages
Educational Technology & Society Vol. 10, No. 4 (2007) pp. 118–130
Sandholtz, Ringstaff, & Dwyer (1996) list five stages in the "evolution" of a teacher's capacity for computer-based instruction--entry, adoption, adaptation, appropriation and invention--which hereafter will be called the teacher's computer-based...
Do Teachers' Instructional Evolution and Teaching Seniority Affect Educational Innovation with Technology?
World Conference on Educational Media and Technology 2005 (Jun 27, 2005) pp. 2834–2837
This study explores teachers' instructional evolution and teaching seniority that affect teaching practice of computing technology in classrooms. We conducted a national survey in Taiwan and collected about six hundred science and mathematics...
Fostering High School Students' Conceptual Understandings about Seasons: The Design of a Technology-Enhanced Learning Environment
Research in Science Education Vol. 38, No. 2 (March 2008) pp. 127–147
The purpose of this study is to understand in what ways a technology-enhanced learning (TEL) environment supports learning about the causes of the seasons. The environment was designed to engage students in five cognitive phases: Contextualisation,...
World Conference on Educational Media and Technology 2005 (Jun 27, 2005) pp. 2740–2747
This study investigates the effects of school size on teachers' adoption of technology in classrooms. Using national survey data collected from 940 science and mathematics teachers at junior high schools in Taiwan, we employed factor analyses, log...
Turkish Online Journal of Educational Technology - TOJET Vol. 9, No. 4 (October 2010) pp. 58–65
Modeling of a natural phenomenon is of value in science learning and increasingly emphasized as an important component of science education. However, previous research has shown that secondary school students encounter difficulties when engaging in...
Promoting Understanding of Chemical Representations: Students' Use of a Visualization Tool in the Classroom
Journal of Research in Science Teaching Vol. 38, No. 7 (2001) pp. 821–42
Investigates how students develop an understanding of chemical representations with the aid of a computer-based visualizing too called eChem that allows them to build molecular models and view multiple representations simultaneously. Involves 11th...
Promoting Conceptual Understanding of Chemical Representations: Students' Use of a Visualization Tool in the Classroom
Annual Meeting of the National Association for Research in Science Teaching 2000 (Apr 29, 2000)
This study investigated how students develop their understanding of chemical representations with the aid of a visualizing tool, eChem, that allows them to build molecular models and simultaneously view multiple representations. Multiple sources of...
Computers & Education Vol. 62, No. 1 (March 2013) pp. 41–49
Although augmented reality (AR) has gained much research attention in recent years, the term AR was given different meanings by varying researchers. In this article, we first provide an overview of definitions, taxonomies, and technologies of AR. We ...
Supporting Scientific Modeling Practices in Atmospheric Sciences: Intended and Actual Affordances of a Computer-Based Modeling Tool
Interactive Learning Environments Vol. 23, No. 6 (2015) pp. 748–765
Computer-based learning tools include design features to enhance learning but learners may not always perceive the existence of these features and use them in desirable ways. There might be a gap between what the tool features are designed to offer (...
Science Education Vol. 97, No. 3 (May 2013) pp. 337–366
Drawing upon the literature in computational modeling, multivariable reasoning, and causal attribution, this study aims at characterizing multivariable reasoning practices in computational modeling and revealing the nature of understanding about...
Developing and validating technological pedagogical content knowledge-practical (TPACK-practical) through the Delphi survey technique
British Journal of Educational Technology Vol. 45, No. 4 (Jul 23, 2014) pp. 707–722
Technological pedagogical content knowledge TPACK refers to the knowledge set that teachers currently use to further improve the quality of their teaching and assist their students in learning. Several TPACK models have been proposed, either for...
Journal of Science Education and Technology Vol. 23, No. 1 (February 2014) pp. 183–197
There is a distance between the power that whole class dialogic discussions (WCDD) may offer to the science class and their use in practice. Teachers' attitudes toward WCDD are part of the problem. The aims of this study were twofold: (a) to...
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),...
Computers & Education Vol. 104, No. 1 (January 2017) pp. 49–64
The appropriate selection and implementation of technology in instruction is made possible by teachers' Technological Pedagogical Content Knowledge (TPACK). The TPACK that inservice teachers develop is practitioner-based and can be continuously...
Research in Science Education Vol. 32, No. 4 (2002) pp. 567–89
Evaluates the scaffold designed as a dynamic modeling software tool called Model-It in terms of its ability to support learners' use of modeling practices. Discusses the continued empirical validation of types and instances of tool scaffolds. ...
What makes an item more difficult? Effects of modality and type of visual information in a computer-based assessment of scientific inquiry abilities
Computers & Education Vol. 85, No. 1 (July 2015) pp. 35–48
Effects of multiple external representations on teaching and learning have been widely researched; however, relatively little is understood about how different types of representations used for item presentation influence students' performances in...
The Nature of Middle School Learners' Science Content Understandings with the Use of On-line Resources
Journal of Research in Science Teaching Vol. 40, No. 3 (2003) pp. 323–46
Investigates the depth and accuracy of 6th grade students' content understandings as well as the use of search-and-assess strategies when using on-line resources. Uses scaffolded curriculum materials while completing on-line inquiry units. Concludes ...
Computers & Education Vol. 95, No. 1 (April 2016) pp. 45–62
Technological pedagogical content knowledge-practical (TPACK-P) refers to the knowledge construct that teachers in the digital era develop for and from their teaching practices with technology. This study explored a standard-setting method using...
World Conference on Educational Media and Technology 2008 (Jun 30, 2008) pp. 2937–2941
The study aims to examine the impacts of scaffoldings on student questioning, analyzing and explaining abilities in a mobile learning environment which leads them to use probes, accompanying software (DataStudio) and an online forum for scientific...
Identifying Effective Design Features of Technology-Infused Inquiry Learning Modules: A Two-Year Study of Students' Inquiry Abilities
Journal of Educational Technology & Society Vol. 19, No. 2 (2016) pp. 228–244
The two-year study aimed to explore how students' development of different inquiry abilities actually benefited from the design of technology-infused learning modules. Three learning modules on the topics of seasons, environmental issues and air...
Computers & Education Vol. 138, No. 1 (September 2019) pp. 33–45
The game design for students to practice reasoning skills is very important for improving learning effectiveness. To date, abductive, inductive and deductive reasoning are considered as equally important for developing students’ thinking skills, but ...
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...