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》2013,41(3):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 different sequential combinations of static and dynamic representations: SD group (i.e., viewing static representations and then dynamic ones), and DS group (i.e., viewing dynamic representations and then static ones). Among them, 16 students (8 from each group) with different levels of prior knowledge and spatial ability were interviewed. Data sources included a spatial ability test, pre- and post-tests of scientific understandings (involving factual, conceptual, and spatial knowledge), and semi-structured interviews. The statistical results indicated that the SD sequence helped students gain significantly more factual knowledge. The significant interaction effects further suggested that while the representation sequences had no effect on students with low spatial ability, high spatial ability students in the SD group outperformed than their counterparts in DS group on the items of the conceptual and spatial knowledge. Additionally, the analysis of interviews indicated that the representation sequences could affect the foci of students’ explanations and shape their perceptions about the representations. The results suggested interplays among representation sequences, spatial ability, and students’ understandings, and provided insight into the design and arrangement of multiple representations for science learning.  相似文献   

Sources of differences in communication apprehension between Chinese in Taiwan and Americans     

Chia‐Fang Hsu 《Communication quarterly》2013,61(4):370-389

This study investigated whether cross‐cultural differences in communication apprehension (CA) can be explained with regard to cultural orientations, personality traits and component theory. To this end, a total of 618 undergraduates, studying in Taiwan (n = 298) and the United States (n = 320), participated in this study. Participants filled out the Personal Report of Communication Apprehension along with Self‐Construal Scale, the Revised NEO Personality Inventory, Fear of Negative Evaluation, and Self‐Perceived Communication Competence scale. The results indicated that Chinese in Taiwan scored significantly higher in communication apprehension than Americans. The influence of culture on CA was mediated by independence self‐construal, neuroticism, extroversion, fear of negative evaluation, and communication competence. The strongest mediating effect was found for self‐perception of communication competence. The implications of these findings were further discussed.  相似文献   

Self-certified multi-proxy signature schemes with message recovery   总被引：1，自引：0，他引：1  

Tzong-sun Wu  Chien-lung Hsu  Han-yu Lin 《浙江大学学报(A卷英文版)》2009,10(2):290-300

Multi-proxy signature schemes allow the original signer to delegate his/her signing power to n proxy signers such that all proxy signers must corporately generate a valid proxy signature on behalf of the original signer. We first propose a multi-proxy signature scheme based on discrete logarithms and then adapt it to the elliptic curve cryptosystem. With the integration of self-certified public-key systems and the message recovery signature schemes, our proposed schemes have the following advantages： （1） They do not require the signing message to be transmitted, since the verifier can recover it from the signature; （2） The authentication of the public keys, verification of the signature, and recovery of the message can be simultaneously carried out in a single logical step; （3） No certificate is needed for validating the public keys. Further, the elliptic curve variant with short key lengths especially suits the cryptographic applications with limited computing power and storage space, e.g., smart cards. As compared with the previous work that was implemented with the certificate-based public-key systems, the proposed schemes give better performance in terms of communication bandwidth and computation efforts.  相似文献   

Behavioural sequential analysis of using an instant response application to enhance peer interactions in a flipped classroom     

Ting-Chia Hsu 《Interactive Learning Environments》2018,26(1):91-105

To stimulate classroom interactions, this study employed two different smartphone application modes, providing an additional instant interaction channel in a flipped classroom teaching fundamental computer science concepts. One instant interaction mode provided the students (N?=?36) with anonymous feedback in chronological time sequence, while the other showed their feedback by “like” ranking (N?=?26). The behavioural patterns of undergraduates using these two different modes were compared. The results showed that the like-ranked feedback deepened the interaction between asking and answering questions, reduced the number of irrelevant messages, and increased attention to questionable messages. The students using the like-ranking mode also received more encouragement during the flipped classroom discussion activities.  相似文献   

A person-centred approach to understanding cultures of assessment     

Susan T. Skidmore  Hsien-Yuan Hsu  Matthew Fuller 《Assessment & Evaluation in Higher Education》2018,43(8):1241-1257

The purpose of the present study was to investigate how faculty members coalesce into distinguishable groups in terms of their perceived cultures of assessment at their respective institutions. To date, although researchers have posited the existence of various cultures of assessment, no study to our knowledge has empirically demonstrated the presence of these unobserved (latent) cultures analytically. Accordingly, a latent profile analysis was conducted using Mplus to identify these unobserved groups based on faculty (n = 1148) members’ responses to 12 items (6-point Likert scale) selected from the 2014 Faculty Survey of Assessment Culture. The resulting 4-class solution, including a previously unidentified group, was confirmed by the Lo-Mendell-Rubin Adjusted Likelihood Ratio Test: Culture of Student Learning (n = 502); Evolving Student Learning Culture (n = 398); Culture of Compliance (n = 168); and Culture of Fear (n = 80). Characteristics of each class are described and the prevalence of each class by type of degree granting institution and primary discipline is provided.  相似文献   

Better educational website interface design: the implications from gender-specific preferences in graduate students     

Yu-chang Hsu 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(2):233-242

This study investigated graduate students’ gender‐specific preferences for certain website interface design features, intending to generate useful information for instructors in choosing and for website designers in creating educational websites. The features investigated in this study included colour value, major navigation buttons placement, and navigation mode. In this study, 56 graduate students in a north‐eastern research university in the US volunteered to evaluate 30 pairs of web page screenshots or website prototypes, and to indicate on the questionnaires their preferences within each pair of prototype. Each participant's preferences for the three features were coded and categorised for chi‐square tests of independence to determine the relationships between gender and the investigated design features. The findings of gender effects on graduate students’ preferences for the aforementioned features were presented and discussed.  相似文献   

Accountability or authenticity? The alignment of professional development and teacher evaluation     

Yahui Su  Liyia Feng  Chang-Hui Hsu 《Teachers and Teaching》2017,23(6):717-728

The alignment of professional development and teacher evaluation has been a growing concern in teacher professional development practices. The issue of how teacher evaluation can help authentic professional development is important in that teachers only learn what is real, useful and valuable to them. Based on our reflections on current professional development in Taiwan, this article challenges the dominant evaluation-led approach to professional development, in which much attention and energy of policy-makers and educators is devoted to establishing extensive programmes and standards that might not be relevant to teachers’ concerns. We draw upon Habermas’ notion of system and lifeworld to sense-make and to theorise why it can be difficult for teachers to engage the entirety of their personhood with a policy agenda of pursuing system integration and efficiency whereby teachers’ learning actions become strategic. We argue for considering teacher development from an alternative, lifeworld perspective in which teachers and teachers’ subjectivities in striving to achieve what matters and makes sense to them are placed centre stage. Although the evaluation mechanism plays a role in avoiding the devolution of professional development into mere subjectivism, it is reductive to treat teacher professional development not only as distinct but also as requiring evaluation items and overlooking the importance of maintaining teacher development as a tacit, authentic process of knowing. We finally juxtapose the two approaches and their contrasting characteristics and describe implications for planning teacher professional development so that policy-makers and educators can reflect on their mindsets and implementation and modify their programme planning and strategies accordingly.  相似文献   

Fostering High School Students’ Conceptual Understandings About Seasons: The Design of a Technology-enhanced Learning Environment   总被引：1，自引：0，他引：1  

Ying-Shao Hsu  Hsin-Kai Wu  Fu-Kwun Hwang 《Research in Science Education》2008,38(2):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, Sense making, Exploration, Modeling, and Application. Seventy-five high school students participated in this study and multiple sources of data were collected to investigate students’ conceptual understandings and the interactions between the design of the environment and students’ alternative conceptions. The findings show that the number of alternative conceptions held by students were reduced except for the incorrect concepts of “the length of sunshine” and “the distance between the sun and the earth.” The percentage of partial explanations held by students was also reduced from 60.5 to 55.3% and the percentage of students holding complete scientific explanations after using Lesson Seasons rose from 2.6 to 15.8%. While some students succeeded in modeling their science concepts closely to the expert’s concepts, some failed to do so after the invention. The unsuccessful students could not remediate their alternative conceptions without explicit guidance and scaffolding. Future research can then be focused on understanding how to provide proper scaffoldings for removing some alternative concepts which are highly resistant to change.

Fu-Kwun HwangEmail:

  相似文献   

Exploring the effects of integrating self-explanation into a multi-user game on the acquisition of scientific concepts     

Chung-Yuan Hsu  Chin-Chung Tsai  Hung-Yuan Wang 《Interactive Learning Environments》2016,24(4):844-858

The purpose of this study was to examine the impacts of embedding collaboration into a game with a self-explanation design for supporting the acquisition of light and shadow concepts. The participants were 184 fourth graders who were randomly assigned to three conditions: a solitary mode of the game with self-explanation, a collaborative mode with self-explanation, or the control condition of a single-user game without integrating self-explanation. Students' conceptual understanding was measured through an immediate posttest and a retention test with a three-week delay. Further, students' engagement in answering the prompts was also investigated. The findings showed that having students collaboratively play science-based games with a self-explanation design embedded was not sufficient to help them learn the science concepts. Rather, it was the level of engagement in responding to the self-explanation prompts that mattered.  相似文献   

Simultaneous measurement of concentrations and velocities of submicron species using multicolor imaging and microparticle image velocimetry     

Jing-Tang Yang  Yu-Hsuan Lai  Wei-Feng Fang    Miao-Hsing Hsu 《Biomicrofluidics》2010,4(1)

We propose a novel approach to resolve simultaneously the distributions of velocities and concentration of multiple, submicron species in microfluidic devices using microparticle image velocimetry, and particle counting. Both two-dimensional measurement and three-dimensional analysis of flow fields, from the stacked images, are achieved on applying a confocal fluorescence microscope. The displacements of all seeding particles are monitored to determine the overall velocity field, whereas the multicolor particles are counted and analyzed individually for each color to reveal the distributions of concentration and velocity of each species. A particle-counting algorithm is developed to determine quantitatively the spatially resolved concentration. This simultaneous measurement is performed on a typical T-shaped channel to investigate the mixing of fluids. The results are verified with numerical simulation; satisfactory agreement is achieved. This measurement technique possesses reliability appropriate for a powerful tool to analyze multispecies mixing flows, two-phase flows, and biofluids in microfluidic devices.  相似文献