Citations of ETR&D and related journals, 1990–2004     

James E. Gall  Heng-Yu Ku  Keyleigh Gurney  Hung-Wei Tseng  Hsin-Te Yeh  Qin Chen 《Educational technology research and development : ETR & D》2010,58(3):343-351

Scientific communication in the field of educational technology was examined by analyzing references from and citations to articles published in Educational Technology Research and Development (ETR&D) for the period 1990–2004 with particular emphasis on other journals found in the citation record. Data were collected on the 369 core articles found in the 60 issues published during that time period, their reference lists (containing over 14,805 individual items), and citations of those articles in other journals (1,896 entries). The top cited and citing journals during that time period are listed. Nine symbiotic journals (i.e. those that are most cited by ETR&D and frequently cite it) were identified: Contemporary Educational Psychology, Educational Psychologist, Instructional Science, Journal of Computer-Based Instruction (no longer published), Journal of Educational Computing Research, Journal of Educational Psychology, Journal of Educational Research, Journal of Research in Science Teaching, and the Review of Educational Research. The results provide an in-depth, quantitative view of informal connections within the field via the citation record. Implications for further research and the potential influence of new technologies on scientific communication are also discussed.  相似文献   

Trends of Science Education Research: An Automatic Content Analysis     

Yueh-Hsia Chang  Chun-Yen Chang  Yuen-Hsien Tseng 《Journal of Science Education and Technology》2010,19(4):315-331

This study used scientometric methods to conduct an automatic content analysis on the development trends of science education research from the published articles in the four journals of International Journal of Science Education, Journal of Research in Science Teaching, Research in Science Education, and Science Education from 1990 to 2007. The multi-stage clustering technique was employed to investigate with what topics, to what development trends, and from whose contribution that the journal publications constructed as a science education research field. This study found that the research topic of Conceptual Change & Concept Mapping was the most studied topic, although the number of publications has slightly declined in the 2000’s. The studies in the themes of Professional Development, Nature of Science and Socio-Scientific Issues, and Conceptual Chang and Analogy were found to be gaining attention over the years. This study also found that, embedded in the most cited references, the supporting disciplines and theories of science education research are constructivist learning, cognitive psychology, pedagogy, and philosophy of science.  相似文献   

Fast Assessments with Digital Tools Using Multiple-Choice Questions     

Dusti D. Howell  Daphne ChingYu Tseng  Jozenia T. Colorado-Resa 《College Teaching》2017,65(3):145-147

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Development of a ubiquitous learning platform based on a real‐time help‐seeking mechanism     

Gwo‐Jen Hwang  Chih‐Hsiang Wu  Judy C. R. Tseng  Iwen Huang 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(6):992-1002

The popularity of mobile devices has encouraged the advance of ubiquitous learning, in which students are situated in a real‐world learning environment with support from the digital world via the use of mobile, wireless communications, or even sensing technologies. Most of the ubiquitous learning systems are implemented with high‐cost sensing devices for detecting the locations or behaviours of learners; moreover, these systems mainly focus on providing learning guidance or learning materials, while facilities for supporting mutual help among students are usually ignored. In this study, we propose a context‐aware ubiquitous learning platform (CULP) which uses low‐cost cell phones with embedded cameras and Internet service to support ubiquitous learning. CULP is able to provide instant support for learners in the ubiquitous learning activity; that is, learners can receive help from the right people via the hints given by the learning system when they encounter problems during their learning activities. The experimental results of a Personal Computer‐Assembling course show that, with the assistance of the new learning platform, both the learning efficiency and the learning achievement of the students were significantly improved.  相似文献   

Agency as a fourth aspect of students’ engagement during learning activities     

Johnmarshall Reeve  Ching-Mei Tseng 《Contemporary educational psychology》2011,36(4):257-267

While a consensus has emerged to characterize student engagement during learning activities as a three-component construct featuring behavioral, emotional, and cognitive aspects, we propose adding agentic engagement as an important new aspect, which we define as students’ constructive contribution into the flow of the instruction they receive. High school students (237 females, 128 males) from Taiwan completed surveys of their classroom motivation and the four hypothesized aspects of engagement while grades were obtained at the end of the semester. Structural equation modeling analyses showed that agentic engagement was both a distinct and an important construct, one that was associated with students’ constructive motivation, related to each of the other three aspects of engagement, and predicted independent variance in achievement. The discussion highlights the important, though currently neglected, ways that students contribute constructively into the flow of the instruction they receive, as by personalizing it and by enhancing both the lesson and the conditions under which they learn.  相似文献   

The effect of internal social capital on knowledge sharing     

Yu-Fang Yen  Jung-Feng Tseng  Hsing-Kuo Wang 《知识管理研究与实践》2015,13(2):214-224

On the basis of the Chinese schema, we propose that internal social capital manifests itself in the form of ‘guanxi’, trust, and norms. We discuss the concept of interpersonal relationships within the context of Chinese culture by embedding the guanxi concept into a model to investigate the relationships among the three dimensions. We used a survey-based methodology to collect data from 230 employees of the top 100 high-technology firms in Taiwan and structural equation modelling (SEM) with LISREL 8.54 to examine the hypotheses model. The results indicated that at the individual level, guanxi is positively related to both trust and norms, which are also positively related to knowledge sharing. The mediating effects of trust and norms were also found to be significant. Trust directly influences knowledge sharing, and plays a mediating role between knowledge sharing and guanxi. This suggests that knowledge sharing is likely to occur when trust exists among employees. The results further indicate that norms mediate the relationship between guanxi and knowledge sharing. Guanxi among members influences knowledge sharing; therefore, organizations require a feasible solution using the relational norms mechanism. Previous studies have either emphasized the direct influence of social capital or regarded all variables to be of similar importance for knowledge sharing; however, no clear explanations have been provided explaining its influence on knowledge sharing. We advance understanding of why social capital enhances knowledge sharing among employees and the means by which this occurs.  相似文献   

Investigating the Influence of Motivational Factors on Conceptual Change in a Digital Learning Context Using the Dual‐Situated Learning Model     

Chung‐Hsien Tseng  Chi‐Chin Chin 《International Journal of Science Education》2013,35(14):1853-1875

This study examines the relationship between the learning motivation and conceptual change of 127 eighth graders, after they have learned the acid, base, and salt concept in a digital learning context, designed according to the dual‐situated learning model (DSLM). Two instruments—the students’ motivation towards science learning (SMTSL) questionnaire and the acid‐base‐salt concept diagnostic test (CDT)—were used in the study. The questionnaire and the test were given to students in pre‐test, post‐test, and delayed post‐test. Based on their motivation questionnaire scores, 18 students were selected from various scoring ranges for semi‐structural interviews. Results showed that, after experiencing DSLM digital learning, students’ post‐CDT and delay‐CDT scores were significantly higher than pre‐CDT scores (p < 0.001, p < 0.01). Furthermore, Pearson correlation analysis indicated that students’ conceptual change (ΔCDT) was significantly correlated with motivational factors such as self‐efficacy (SE), active learning strategy (ALS), science learning value (SLV), achievement goal (AG), and learning environment stimulation (LES) (p < 0.05). Interviews also supported students’ motivational correlation to ΔCDT, particularly for SE, ALS, and AG.  相似文献   

High-efficiency rare cell identification on a high-density self-assembled cell arrangement chip     

Tsung-Ju Chen  Jen-Kuei Wu  Yu-Cheng Chang  Chien-Yu Fu  Tsung-Pao Wang  Chun-Yen Lin  Hwan-You Chang  Ching-Chang Chieng  Chung-Yuh Tzeng  Fan-Gang Tseng 《Biomicrofluidics》2014,8(3)

Detection of individual target cells among a large amount of blood cells is a major challenge in clinical diagnosis and laboratory protocols. Many researches show that two dimensional cells array technology can be incorporated into routine laboratory procedures for continuously and quantitatively measuring the dynamic behaviours of large number of living cells in parallel, while allowing other manipulations such as staining, rinsing, and even retrieval of targeted cells. In this study, we present a high-density cell self-assembly technology capable of quickly spreading over 300 000 cells to form a dense mono- to triple-layer cell arrangement in 5 min with minimal stacking of cells by the gentle incorporation of gravity and peripheral micro flow. With this self-assembled cell arrangement (SACA) chip technology, common fluorescent microscopy and immunofluorescence can be utilized for detecting and analyzing target cells after immuno-staining. Validated by experiments with real human peripheral blood samples, the SACA chip is suitable for detecting rare cells in blood samples with a ratio lower than 1/100 000. The identified cells can be isolated and further cultured in-situ on a chip for follow-on research and analysis. Furthermore, this technology does not require external mechanical devices, such as pump and valves, which simplifies operation and reduces system complexity and cost. The SACA chip offers a high-efficient, economical, yet simple scheme for identification and analysis of rare cells. Therefore, potentially SACA chip may provide a feasible and economical platform for rare cell detection in the clinic.  相似文献   

The influence of perceived convenience and curiosity on continuance intention in mobile English learning for high school students using PDAs     

Chi-Cheng Chang  Kuo-Hung Tseng  Chaoyun Liang  Chi-Fang Yan 《Technology, Pedagogy and Education》2013,22(3):373-386

Mobile learning aims to utilise communication devices such as mobile devices and wireless connection in combination with e-learning systems, allowing learners to experience convenient, instant and suitable learning at unrestricted time and place. Participants were 125 Taiwanese senior high school students, whose continuance intention was examined after learning English via PDAs (personal digital assistants). The study, using the one-group post-test design, adopted the Technology Acceptance Model and incorporated factors such as curiosity and perceived convenience. The results indicated that (1) curiosity had a positive effect on continuance intention; (2) perceived convenience had a positive effect on perceived usefulness and continuance intention.  相似文献   

The effect of recommendation systems on Internet‐based learning for different learners: A data mining analysis     

Chen‐Chung Liu  Chia‐Jung Chang  Jui‐Min Tseng 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(5):758-773

A general challenge facing Internet‐based learners is how to identify information objects which are helpful in expanding their understanding of important information in a domain. Recommendation systems may assist learners in identifying potentially helpful information objects. However, the recent literature mainly focuses on the technical performance, rather than on how recommendations support searching in educational contexts. This study thus investigates how recommendation systems may influence the searching behaviors and strategies of different learners, when they are used with a mind map. The results suggested two main different searching behavioral patterns, namely focused searchers and broad searchers. It is found that the recommendations may influence the searching behaviors of the two types of searchers in different ways. For the focused searchers, the recommendations may support these searchers to expand their keywords to explore the domain. Regarding the broad searchers, they did not rely on the computer recommendations. However, the mind map interface applied along with the recommendations may support them in monitoring their searching processes. Online Information Searching Strategies Inventory (OISSI) was applied to examine the participants' perceptions of how students applied information searching strategies. The results of OISSI support that both types of searchers perceived a higher level of searching strategies when they search with the recommendation system and mind maps.  相似文献