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41.
Chun-Yen Chang Ting-Kuang Yeh Chun-Yen Lin Yueh-Hsia Chang Chia-Li D. Chen 《Journal of Science Education and Technology》2010,19(4):332-340
This study explored the effects of congruency between preferred and actual learning environment (PLE & ALE) perceptions on
students’ science literacy in terms of science concepts, attitudes toward science, and the understanding of the nature of
science in an innovative curriculum of High Scope Project, namely Sci-Tech Mind and Humane Heart (STMHH). A pre-/post-treatment
experiment was conducted with 34 Taiwanese tenth graders involved in this study. Participating students’ preferred learning
environment perception and pre-instruction scientific literacy were evaluated before the STMHH curriculum. Their perceptions
toward the actual STMHH learning environment and post-instruction scientific literacy were also examined after the STMHH.
Students were categorized into two groups; “preferred alignment with actual learning environment” (PAA) and “preferred discordant
with actual learning environment” (PDA), according to their PLEI and ALEI scores. The results of this study revealed that
most of the students in this study preferred learning in a classroom environment where student-centered and teacher-centered
learning environments coexisted. Furthermore, the ANCOVA analysis showed marginally statistically significant difference between
groups in terms of students’ post-test scores on scientific literacy with the students’ pre-test scores as the covariate.
As a pilot study with a small sample size aiming to probe the research direction of this problem, the result of marginally
statistically significant and approaching large sized effect magnitude is likely to implicate that the congruency between
preferred and actual learning environments on students’ scientific literacy is noteworthy. Future study of this nature appears
to merit further replications and investigations. 相似文献
42.
Huang-Ching Wu Chun-Yen Chang Chia-Li D. Chen Ting-Kuang Yeh Cheng-Chueh Liu 《Research in Science Education》2010,40(5):639-673
This study developed two testing devices, namely the animation-based test (ABT) and the graphic-based test (GBT) in the area
of earth sciences covering four domains that ranged from astronomy, meteorology, oceanography to geology. Both the students’
achievements of and their attitudes toward ABT compared to GBT were investigated. The purposes of this study were fourfold
as follows: (1) to examine the validity and the reliability of ABT, (2) to compare the difference of ABT and GBT in student
achievements, (3) to investigate the impact of ABT versus GBT on student achievements with different levels of prior knowledge
and (4) to explore the ABT participants’ attitudes toward ABT in comparison with GBT. A total of 314 students, divided into
two groups, participated in the study. Upon completion of the test, the students who took the ABT were given the survey, Attitude
toward Animated Assessment Scale (AAAS). The results of the study indicated that ABT was a valid and reliable way of testing.
While no significant difference was found between the test formats in student achievements in general, practical significance
existed when the study further compared the impact of ABT versus GBT in student achievements with various levels of prior
knowledge. It was found that low prior knowledge students performed better in ABT while high prior knowledge students performed
better in GBT. Finally, more than 60% of the participants who took ABT were satisfied and held positive attitudes toward ABT. 相似文献
43.
Stuart S. Yeh 《Assessment in Education: Principles, Policy & Practice》2010,17(2):169-182
This article synthesizes findings regarding the development of competence and learned helplessness and factors influencing persistence and intrinsic motivation, suggests the process through which small differences in early achievement are magnified by the current structure of schools, and reviews evidence suggesting that the characteristics of a specific type of individualized instruction and assessment system may be especially suited to remediate these differences. Age‐graded schools and group tests label students as ‘below’ and ‘above’ average, inadvertently demoralizing below‐average students, depressing effort and achievement, and perpetuating the gap in achievement between poor students and their more affluent peers. Analysis of the research literature suggests that the psychological experience of school for both high and low achieving students may be altered through a structure where instruction is individualized, students are challenged at their own levels, and each student receives objective assessment information confirming that he or she is successfully advancing to higher levels. 相似文献
44.
Gratitude was an important missing factor in the extant relationship quality and relationship loyalty model. We introduced gratitude into the model of relationship quality and relationship loyalty. Two hundred and eighteen teachers from elementary schools in Taiwan were used to conduct an empirical research. The results show that teachers' gratitude has positive direct effects on teachers' trust, satisfaction and commitment. Teachers' trust has no significant effect on behavioural loyalty but has a significant effect on attitudinal loyalty. However, teachers' satisfaction has no significant effect on attitudinal loyalty but has a significant effect on behavioural loyalty. Teachers' commitment has a significant effect on behavioural and attitudinal loyalty. The mediating role of commitment implies that it (1) partially mediates the relationship between teachers' trust and attitudinal loyalty, and fully mediates the relationship between teachers' trust and behavioural loyalty; (2) partially mediates the relationship between teachers' satisfaction and behavioural loyalty, and fully mediates the relationship between teachers' trust and attitudinal loyalty. 相似文献
45.
Stuart S. Yeh 《Early childhood research quarterly》2003,18(4):513-529
Several research studies linking early phonemic awareness to the prevention of later reading difficulties strongly suggest that phoneme segmentation and blending, rather than rhyming and alliteration abilities, are the key aspects of phonemic awareness that are related to the prevention of difficulties. Yet there is a persistent belief among many educators that instruction in rhyming and alliteration are adequate to develop phonemic awareness and developmentally more appropriate than segmentation and blending activities. Using quasi-experimental methods, I evaluated two approaches for teaching phonemic awareness to 4- and 5-year-old children in four Head Start classrooms. The first approach focused on rhymes, alliteration, and story activities. The second approach focused on phoneme segmentation and blending in the context of sounding out actual words. Results showed that children taught using the second approach produced significantly greater gains in phonemic awareness and letter–sound knowledge, compared to children using the first approach. Both approaches were more effective when teachers had previously taught attention skills to their children. 相似文献
46.
The seamless integration of reagents into microfluidic devices can serve to significantly reduce assay complexity and cost for disposable diagnostics. In this work, the integration of multiplexed reagents into thermoplastic 2D microwell arrays is demonstrated using a scalable pin spotting technique. Using a simple and low-cost narrow-bore capillary spotting pin, high resolution deposition of concentrated reagents within the arrays of enclosed nanoliter-scale wells is achieved. The pin spotting method is further employed to encapsulate the deposited reagents with a chemically modified wax layer that serves to prevent disruption of the dried assay components during sample introduction through a shared microchannel, while also enabling temperature-controlled release after sample filling is complete. This approach supports the arbitrary patterning and release of different reagents within individual wells without crosstalk for multiplexed analyses. The performance of the in-well spotting technique is characterized using on-chip rolling circle amplification to evaluate its potential for nucleic acid-based diagnostics. 相似文献
47.
48.
Yeh Heng-Yi Tsai Yu-Hsiang Tsai Chin-Chung Chang Hsin-Yi 《Journal of Science Education and Technology》2019,28(4):329-340
This study investigated high school students’ conceptions of technology-assisted science learning via drawing analysis, and explored how students with different degrees of computer experience and science learning self-efficacy may show different conceptions via their drawings. The participants included 335 senior high school students in Taiwan (179 male and 156 female). All of them were asked by guiding questions to make two drawings to represent their conceptions of technology-assisted science learning in actual and ideal contexts, respectively. Their background information including computer experience and science learning self-efficacy were obtained using self-reported questionnaires. Through drawing analysis, seven categories of conceptions of technology-assisted science learning were identified, including types of technology, location of learning, types of learning activities, content of learning, participants of learning activities, affordance of learning technology, and effects of learning technology. The results further revealed that the students’ conceptions of actual and ideal technology-assisted science learning significantly differed in some sub-categories of all categories except the category of participants of learning activities. Moreover, students’ computer experience and science learning self-efficacy may link to different conceptions of technology-assisted science learning. Future research and directions are also discussed.
相似文献49.
This study presents packaged microscale liquid lenses actuated with liquid droplets of 300-700 μm in diameter using the dielectric force manipulation. The liquid microlens demonstrated function focal length tunability in a plastic package. The focal length of the liquid lens with a lens droplet of 500 μm in diameter is shortened from 4.4 to 2.2 mm when voltages applied change from 0 to 79 V(rms). Dynamic responses that are analyzed using 2000 frames∕s high speed motion cameras show that the advancing and receding times are measured to be 90 and 60 ms, respectively. The size effect of dielectric liquid microlens is characterized for a lens droplet of 300-700 μm in diameter in an aspect of focal length. 相似文献
50.
Previous study has showed superior sensory organisation ability in rhythmic gymnasts, but mostly in longitudinal data. With a cross-sectional design, this study used a dual-task paradigm to examine the above phenomenon. Fifteen female rhythmic gymnasts (15.0 ± 1.8 yr.) and matched peers (15.1 ± 2.1 yr.) were recruited. The Sensory Organization Test (SOT) was administered with a concurrent lower-demand (serial subtraction of three, serving as the baseline) or higher-demand (serial subtraction of seven, serving as the dual-task) arithmetic task. The results showed no main effect of group, but a group by level of arithmetic task (P = 0.001) interaction effect on SOT equilibrium score. The higher-demand task facilitated balance performance in the gymnasts, but it impeded performance in the controls, with the differences more pronounced in challenging SOT conditions. With the higher-demand task, the gymnasts adopted a sensory strategy with a higher visual ratio but a smaller somatosensory ratio compared to the controls. Better visual utilisation of sensory organisation ability was apparent in gymnasts, but only when the SOT test was performed with a higher-demand secondary task. We have demonstrated the efficacy of using the dual-task paradigm to identify the superior sensory organisation ability of adolescent rhythmic gymnasts. 相似文献