Search results for author:"Ying-Shao Hsu"
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Learning about Seasons in a Technologically Enhanced Environment: The Impact of Teacher-Guided and Student-Centered Instructional Approaches on the Process of Students' Conceptual Change
Ying-Shao Hsu
Science Education Vol. 92, No. 2 (March 2008) pp. 320–344
To explore the ways in which teacher-guided and student-centered instructional approaches influence students' conceptual understanding of seasonal change, we designed a technology-enhanced learning (TEL) course to compare, by means of concept maps,...
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"Lesson Rainbow": The Use of Multiple Representations in an Internet-Based, Discipline-Integrated Science Lesson
Ying-Shao Hsu
British Journal of Educational Psychology Vol. 37, No. 4 (July 2006) pp. 539–557
This paper presents the development and evaluation of a web-based lesson--Lesson Rainbow. This lesson features multiple representations (MRs), which purposefully deliver concepts in relation to distinctive disciplinary subject areas through story...
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Using the Internet to Develop Students' Capacity for Scientific Inquiry
Ying-Shao Hsu
Journal of Educational Computing Research Vol. 31, No. 2 (Feb 01, 2004) pp. 137–161
In this study, an interactive process in a Web-based learning environment was planned for the cultivation of students' cooperative learning skills and capacity for scientific inquiry. Based on detailed analyses of students' computer protocols,...
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Understanding science teachers' enactments of a computer-based inquiry curriculum
Su-Chi Fang; Ying-Shao Hsu
Computers & Education Vol. 112, No. 1 (September 2017) pp. 69–82
In order to spread and encourage the use of innovative computer-based inquiry curricula in classrooms, it is fundamental to understand how teachers enact the curricula. It is also essential to study what kinds of teaching practices can enhance...
Language: English
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The Impacts of a Web-Aided Instructional Simulation on Science Learning
Ying-Shao Hsu; Rex A. Thomas
International Journal of Science Education Vol. 24, No. 9 (2002) pp. 955–79
Investigates the effects of selected characteristics of a web-aided instructional simulation on students' conceptual change, problem solving, and transfer abilities. Conducts a two-pronged research study with (n=117) students enrolled in a beginning ...
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The Tools of Teacher Education: Preservice Teachers' Use of Technology To Create Instructional Materials
Sherron Killingsworth Roberts; Ying-Shao Hsu
Journal of Technology and Teacher Education Vol. 8, No. 2 (2000) pp. 133–52
Examines the effectiveness/efficiency of preservice teachers' use of technology to create instructional materials developed in an undergraduate reading/language arts course. Results showed no significant difference between measures of overall...
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Fostering High School Students' Conceptual Understandings about Seasons: The Design of a Technology-Enhanced Learning Environment
Ying-Shao Hsu; Hsin-Kai Wu; Fu-Kwun Hwang
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,...
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Designing a Technology-Enhanced Learning Environment to Support Scientific Modeling
Hsin-Kai Wu; Ying-Shao Hsu; Fu-Kwun Hwang
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...
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Major Strands in Scientific Inquiry through Cluster Analysis of Research Abstracts
Yi-Fen Yeh; Tsung-Hau Jen; Ying-Shao Hsu
International Journal of Science Education Vol. 34, No. 18 (2012) pp. 2811–2842
Scientific inquiry involves a variety of abilities scientists use to investigate the natural world. In order to develop students' scientific inquiry, researchers and educators have developed different curricula and a variety of instructional...
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A Comparison Study of Augmented Reality versus Interactive Simulation Technology to Support Student Learning of a Socio-Scientific Issue
Hsin-Yi Chang; Ying-Shao Hsu; Hsin-Kai Wu
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...
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Factors Affecting Teachers' Adoption of Technology in Classrooms: Does School Size Matter?
Hsin-Kai Wu; Ying-Shao Hsu; Fu-Kwun Hwang
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...
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The Role of Computer Simulation in an Inquiry-Based Learning Environment: Reconstructing Geological Events as Geologists
Li-Fen Lin; Ying-Shao Hsu; Yi-Fen Yeh
Journal of Science Education and Technology Vol. 21, No. 3 (June 2012) pp. 370–383
Several researchers have investigated the effects of computer simulations on students' learning. However, few have focused on how simulations with authentic contexts influences students' inquiry skills. Therefore, for the purposes of this study, we...
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The Effects of Meta-Cognitive Instruction on Students' Reading Comprehension in Computerized Reading Contexts: A Quantitative Meta-Analysis
Yi-Chin Lan; Yu-Ling Lo; Ying-Shao Hsu
Journal of Educational Technology & Society Vol. 17, No. 4 pp. 186–202
Comprehension is the essence of reading. Finding appropriate and effective reading strategies to support students' reading comprehension has always been a critical issue for educators. This article presents findings from a meta-analysis of 17...
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Effects of Representation Sequences and Spatial Ability on Students' Scientific Understandings about the Mechanism of Breathing
Hsin-Kai Wu; Yu-Fen Lin; Ying-Shao Hsu
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...
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Emerging Innovative Teacher Education from Situated Cognition in a Web-Based Environment
Tzu-Chiang Lin; Ying-Shao Hsu; Yeong-Jing Cheng
Turkish Online Journal of Educational Technology - TOJET Vol. 10, No. 2 (April 2011) pp. 100–112
In this paper, the authors first discuss the main rationales of situated cognition and its connections with innovation in teacher education. The challenges that might occur in applying situated cognition in teacher education programs, including...
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Factors Influencing Junior High School Teachers' Computer-Based Instructional Practices Regarding Their Instructional Evolution Stages
Ying-Shao Hsu; Hsin-Kai Wu; Fu-Kwun Hwang
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...
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A Novice-Expert Study of Modeling Skills and Knowledge Structures about Air Quality
Ying-Shao Hsu; Li-Fen Lin; Hsin-Kai Wu; Dai-Ying Lee; Fu-Kwun Hwang
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),...
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Developing and validating technological pedagogical content knowledge-practical (TPACK-practical) through the Delphi survey technique
Yi‐Fen Yeh; Ying‐Shao Hsu; Hsin‐Kai Wu; Fu‐Kwun Hwang; Tzu‐Chiang Lin
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...
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Supporting Scientific Modeling Practices in Atmospheric Sciences: Intended and Actual Affordances of a Computer-Based Modeling Tool
Pai-Hsing Wu; Hsin-Kai Wu; Che-Yu Kuo; Ying-Shao Hsu
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 (...
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Development and Evaluation of a City-Wide Wireless Weather Sensor Network
Ben Chang; Hsue-Yie Wang; Tian-Yin Peng; Ying-Shao Hsu
Educational Technology & Society Vol. 13, No. 3 (2010) pp. 270–280
This project analyzed the effectiveness of a city-wide wireless weather sensor network, the Taipei Weather Science Learning Network (TWIN), in facilitating elementary and junior high students' study of weather science. The network, composed of sixty ...
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Science teachers' TPACK-Practical: Standard-setting using an evidence-based approach
Tsung-Hau Jen; Yi-Fen Yeh; Ying-Shao Hsu; Hsin-Kai Wu; Kuan-Ming Chen
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...
Language: English
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Middle-School Students' Online Information Problem Solving Behaviors on the Information Retrieval Interface
Yi-Fen Yeh; Ying-Shao Hsu; Fu-Tai Chuang; Fu-Kwun Hwang
Australasian Journal of Educational Technology Vol. 30, No. 2 (2014) pp. 245–260
With the near-overload of online information, it is necessary to equip our students with the skills necessary to deal with Information Problem Solving (IPS). This study also intended to help students develop major IPS strategies with the assistance...
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Content Analysis of 1998-2012 Empirical Studies in Science Reading Using a Self-Regulated Learning Lens
Ying-Shao Hsu; Miao-Hsuan Yen; Wen-Hua Chang; Chia-Yu Wang; Sufen Chen
International Journal of Science and Mathematics Education Vol. 14, No. 1 (2016)
There is an increasing interest in conducting reading-related studies in science education using a self-regulated learning (SRL) lens. This exploration involved a content analysis of 34 articles (38 studies in total) in highly regarded journals from ...
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Science Teachers' Proficiency Levels and Patterns of TPACK in a Practical Context
Yi-Fen Yeh; Tzu-Chiang Lin; Ying-Shao Hsu; Hisn-Kai Wu; Fu-Kwun Hwang
Journal of Science Education and Technology Vol. 24, No. 1 (February 2015) pp. 78–90
Technological pedagogical content knowledge-practical (TPACK-P) refers to a unified body of knowledge that teachers develop from and for actual teaching practices with information communication technologies (ICT). This study attempted to unveil the...
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Whole Class Dialogic Discussion Meets Taiwan's Physics Teachers: Attitudes and Culture
Haim Eshach; Hsin-Kai Wu; Fu-Kwun Hwang; Ying-Shao Hsu
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...
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Investigating College and Graduate Students' Multivariable Reasoning in Computational Modeling
Hsin-Kai Wu; Pai-Hsing Wu; Wen-Xin Zhang; Ying-Shao Hsu
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...
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Exploring the structure of TPACK with video-embedded and discipline-focused assessments
Yi-Fen Yeh; Ying-Shao Hsu; Hsin-Kai Wu; Sung-Pei Chien
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...
Language: English
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What makes an item more difficult? Effects of modality and type of visual information in a computer-based assessment of scientific inquiry abilities
Hsin-Kai Wu; Che-Yu Kuo; Tsung-Hau Jen; Ying-Shao Hsu
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...
Language: English
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Identifying Effective Design Features of Technology-Infused Inquiry Learning Modules: A Two-Year Study of Students' Inquiry Abilities
Ying-Shao Hsu; Su-Chi Fang; Wen-Xin Zhang; Wu Hsin-Kai; Pai-Hsing Wu; Fu-Kwun Hwang
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...