IDENTIFYING SENIOR HIGH SCHOOL STUDENTS’ MISCONCEPTIONS ABOUT STATISTICAL CORRELATION, AND THEIR POSSIBLE CAUSES: AN EXPLORATORY STUDY USING CONCEPT MAPPING WITH INTERVIEWS     

Tzu-Chien Liu  Yi-Chun Lin  Chin-Chung Tsai 《International Journal of Science and Mathematics Education》2009,7(4):791-820

Correlation is an essential concept in statistics; however, students may hold misconceptions about correlation, even after receiving instruction. This study aimed to elucidate (1) the misconceptions held by senior high school students about correlation, using the tool of concept mapping along with interviewing, (2) the possible causes of these misconceptions, and (3) the effectiveness, advantages, and limitations of the adopted concept mapping using an interviewing technique for identifying student misconceptions. Twenty-five grade-12 students who had received tuition on correlation were the subjects of this study. Concept mapping through interviewing was used to collect and analyze data in order to identify the subjects’ misconceptions, and their possible causes. The major study results are as follows. (1) Seven misconceptions about correlation were detected. Of these seven misconceptions, five were newly discovered by this study, while the other two are similar to those found by previous studies. Each of the seven misconceptions was held by 20–68% of the subjects, showing their prevalence and significance. (2) Four major factors related to the development of misconceptions about correlation were identified: learning materials, language, daily-life experiences, and existing mathematical concepts. (3) The concept mapping through the interviewing technique adopted in this study was effective in detecting misconceptions about statistics, especially in revealing new misconceptions, and it was also helpful in exploring their possible causes. However, tremendous effort and the time consumed are the major limitations of this technique. (4) The paper concluded by providing some recommendations for researchers and educators.  相似文献   

Exploring benchmark corporations in the semiconductor industry based on efficiency     

Chia-Han Tsai  Hung-Yi Wu  I-Shuo Chen  Jui-Kuei Chen  Rih-Wei Ye 《The Journal of High Technology Management Research》2017,28(2):188-207

The aim of this study is to explore benchmark corporations in the semiconductor industry based on efficiency. In this study, perspectives of intellectual capital and corporate governance are taken into account for the input data, whereas firm value is considered as the output data. Data envelope analysis (DEA), including CCR and BCC models, is utilized to ensure that the benchmark standards are precisely selected. Based on the result, suggestions for both semiconductor corporations and future research are provided at the end of this article.  相似文献   

Marine environmental awareness among university students in Taiwan: a potential signal for sustainability of the oceans     

Chung-Ling Chen  Chen-Hao Tsai 《Environmental Education Research》2016,22(7):958-977

University students are regarded as future decision-makers in society and have a high likelihood of becoming opinion-shapers in terms of the environment. Their awareness of the marine environment will therefore have a significant effect upon sustainable marine development. This study examines Taiwanese university students’ marine environmental awareness, focusing on environmental attitudes, understanding of marine and coastal issues, and environmental behavior. A total of 825 valid samples in a questionnaire survey are used for the analysis. Overall, respondents possess a highly positive attitude towards the marine environment and a moderate self-reported level of marine knowledge, but are not actively engaged in environmental protection endeavors, particularly ones involving spending personal income and taking legal or political action. Experience in marine-related activities and marine knowledge are important in fostering marine environmental awareness, particularly in regard to environmental behavior. This study addresses the gap between widespread environmental concerns and low engagement in environmental actions by proposing a multimodal approach: improving marine knowledge and experience in marine-related activities, creating safe recreational spaces at seasides, and reinforcing legal education. This study concludes by highlighting the importance of marine environmental awareness in the development of ocean citizenship as well as the sustainability of the marine environment.  相似文献   

University Students’ Perceptions of and Attitudes Toward (Online) Peer Assessment     

Meichun Lydia Wen  Chin-Chung Tsai 《Higher Education》2006,51(1):27-44

The use of peer assessment (PA) as an alternative form of evaluation method is reported to be helpful in learning and is increasingly being adopted in higher education settings. Through collecting data from 280 university students in Taiwan, a 20-item instrument was developed to investigate university students’ attitudes toward and perceptions of PA and online PA. Four subscales, Positive Attitudes, Online Attitudes, Understanding-and-Action, and Negative Attitudes, were extracted and reliabilities were calculated. Results revealed that participating students held positive attitudes toward the use of PA activities, but they viewed online PA as a technical tool to facilitate assessment processes, rather than as a learning aid. Male students had more positive attitudes toward PA than females did, and students with previous PA experiences had less negative attitudes toward PA. A majority of these students suggested that the PA score should be counted as a small part of the total course grade, and there was an effect of the perceived importance of PA score on students’ attitudes toward these four subscales.  相似文献   

Welche Zusammenhänge bestehen zwischen dem fachspezifischen Professionswissen von Mathematiklehrkräften und ihrer Ausbildung sowie beruflichen Fortbildung?     

Martin Brunner  Dr. Mareike Kunter  Stefan Krauss  Jürgen Baumert  Werner Blum  Thamar Dubberke  Alexander Jordan  Uta Klusmann  Yi-Miau Tsai  Michael Neubrand 《Zeitschrift für Erziehungswissenschaft》2006,9(4):521-544

Zusammenfassung Der vorliegende Beitrag besch?ftigt sich aus der Perspektive von Theorien zum Kompetenzerwerb mit dem Zusammenhang zwischen dem fachspezifischen Professionswissen von Mathematiklehrkr?ften und ihrer Ausbildung und beruflichen Fortbildung. Dabei wurden institutionelle Unterschiede der Lehramtsausbildung wie auch individuelle Unterschiede im Studienerfolg, der Berufserfahrung und der besuchten beruflichen Fortbildungen untersucht. Die Analysen basieren auf Daten von 195 Mathematiklehrkr?ften, die an der COACTIV-Studie teilnahmen. Unsere Ergebnisse zeigen, dass sich Lehrkr?fte unterschiedlicher Lehr?mter deutlich in ihrem professionellen Wissen unterscheiden und dass insbesondere der Erfolg im Studium mit besseren Leistungen im Fachwissen und im fachdidaktischen Wissen zusammen hing. Wir diskutieren Implikationen unserer Ergebnisse vor dem Hintergrund der Lehramtsausbildung und beruflicher Fortbildungen.   相似文献   

Integrating interactive learner-immersed video-based virtual reality into learning and teaching of physical geography     

Morris Siu-Yung Jong  Chin-Chung Tsai  Haoran Xie  Frankie Kwan-Kit Wong 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(6):2064-2079

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Developing and validating a scale for measuring teachers’ readiness for flipped classrooms in junior high schools     

Chih-Lun Chou  Min-Ling Hung  Chia-Wen Tsai  Yu-Chih Chang 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):1420-1435

The aim of this research is to examine the dimensions of junior high school teachers’ readiness for implementing a flipped classroom approach and to construct and validate an instrument—the Flipped-Classroom Teacher Scale (FCTS). Two sets of samples (170 and 495 junior high school teachers) served to explore and confirm the constructs of the FCTS model proposed by this study. The model has been empirically validated via exploratory factor analysis (EFA) and confirmatory factor analysis. The research participants were from different geographical locations in Taiwan. The FCTS consists of four factors: institutional support, technology self-efficacy (TSE), teacher beliefs and teaching strategies (TS). The results show that the FCTS model is a valid and reliable scale. Teachers may use the FCTS to gain a greater understanding of their instructional design and strategies in relation to flipped classrooms.  相似文献   

Exploring the effects of online team-based learning and co-regulated learning on students' development of computing skills     

Chia-Wen Tsai 《Interactive Learning Environments》2016,24(4):665-680

As more and more educational institutions are providing online courses, it is necessary to design effective teaching methods integrated with technologies to benefit both teachers and students. The researcher in this study designed innovative online teaching methods of team-based learning (TBL) and co-regulated learning (CRL) to improve students' computing skills. The participants in this study were 124 undergraduates from three classes taking a compulsory course titled “Applied Information Technology: Data Processing.” There were three blended classes involved in this empirical study. The first group (EG1), which received the treatment of online TBL and CRL, and the second group (EG2), which received the treatment of online TBL only, were the experimental groups. The last group, which received the traditional teaching method, served as the control group. Before the experiment started, the author conducted a pretest to confirm that the differences of students' computing skills among the three groups were not significant at the beginning of the course. Based on the analysis of the post-test, the results indicate that students who received the intervention of online CRL had significantly better computing skills for using Excel by semester-end than those without. However, the intervention of online TBL did not contribute to better learning effects in this study. Based on the findings in this study, the author points out implications for teachers, schools, and educators, particularly for those responsible for courses focusing on solving ill-structured problems and those students who have typically received traditional didactic pedagogy for many years.  相似文献   

The learning analytics of model-based learning facilitated by a problem-solving simulation game     

Cai-Ting Wen  Chia-Jung Chang  Ming-Hua Chang  Shih-Hsun Fan Chiang  Chen-Chung Liu  Fu-Kwun Hwang  Chin-Chung Tsai 《Instructional Science》2018,46(6):847-867

This study investigated students’ modeling progress and strategies in a problem-solving simulation game through content analysis, and through supervised and unsupervised lag sequential analysis (LSA). Multiple data sources, including self-report models and activity logs, were collected from 25 senior high school students. The results of the content analysis found that the problem-solving simulation game helped most of the students to reflectively play with the science problem and build a workable model to solve it. By using the supervised LSA, it was found that the students who successful solved the game frequently linked the game contexts with the physics terminologies, while those who did not solve the problem simply relied on the intuitive knowledge provided in the reference materials. Furthermore, the unsupervised LSA identified four activity patterns that were not noticed in the supervised LSA: the fragmented, reference material centered, reference material aided modeling, and modeling centered patterns. Each pattern has certain associations with certain problem-solving outcomes. The results of this study also shed light on the use of different analytics techniques. While the supervised LSA is particularly helpful for depicting a contrast of activity patterns between two specific student groups, the unsupervised LSA is able to identify hidden significant patterns which were not clearly distinguished in the pre-defined student groups. Researchers may find these analytics techniques useful for analyzing students’ learning processes.  相似文献   

Effect of Peer Coaching on Teachers’ Practice and Their Students’ Scientific Competencies     

Hsieh  Fu-Pei  Lin  Huann-shyang  Liu  Shu-Chiu  Tsai  Chun-Yen 《Research in Science Education》2021,51(6):1569-1592

Research in Science Education - This study aimed to explore the effect of peer coaching on science teachers’ practice and their students’ scientific competencies. The mixed method...  相似文献