Proximity effects on the dynamics and outcomes of scientific collaborations   总被引：1，自引：0，他引：1  

Felichism W. Kabo  Natalie Cotton-Nessler  Yongha Hwang  Margaret C. Levenstein  Jason Owen-Smith 《Research Policy》2014

This paper uses path overlap, an innovative measure of functional proximity, to examine how physical space shaped the formation and success of scientific collaborations among the occupants of two academic research buildings. We use research administration data on human subject protection, animal use management, and grant funding applications to construct new measures of collaboration formation and success. The “functional zones” investigators occupy in their buildings are defined by the shortest walking paths among assigned laboratory and office spaces, and the nearest elevators, stairs, and restrooms. When two investigators traverse paths with greater overlap, both their propensity to form new collaborations and to win grant funding for their joint work increase. This effect is robust across two very differently configured buildings. Implications for scientific collaboration and the design and allocation of research space are considered.  相似文献   

Conceptual coherence,comprehension, and vocabulary acquisition: A knowledge effect?     

Gina N. Cervetti  Tanya S. Wright  HyeJin Hwang 《Reading and writing》2016,29(4):761-779

Previous research has documented the role of readers’ existing topic knowledge in supporting students’ comprehension of text; yet, we know less about how to build students’ knowledge in order to support comprehension and vocabulary learning. In the current study, we test the hypothesis that knowledge can be built and leveraged simultaneously in the interest of students’ literacy development through the use of conceptually coherent text sets. Fourth grade students (N = 59) were randomly assigned to read either a set of six informational texts that cohered around a set of concepts related to the topic birds (CC texts) or a set of texts that addressed a range of topics (NCC group texts). After reading, we assessed students’: (1) knowledge of the concepts in the conceptually coherent text set, (2) knowledge of target concept-related words that appeared in their respective text sets, (3) knowledge of general academic words that appeared in both texts sets, (4) comprehension of a novel text on a related topic, and (5) interest in the topic of the conceptually coherent texts. Results revealed that students who read the conceptually coherent texts demonstrated more knowledge of the concepts in their texts, more knowledge of the target words in their texts, and had better recall of the novel text compared to students who read unrelated texts. Findings suggest that there is potential for knowledge and vocabulary to be built during English language arts through a focus on conceptual coherence in the design of reading experiences for students.  相似文献   

Research Trends in Technology-Enhanced Chemistry Learning: A Review of Comparative Research from 2010 to 2019     

Wu  Shu-Hao  Lai  Chiu-Lin  Hwang  Gwo-Jen  Tsai  Chin-Chung 《Journal of Science Education and Technology》2021,30(4):496-510

Chemistry is a subject which involves a number of abstract concepts, making it a difficult and frustrating learning process for many students. Educators and researchers believe that technology could provide an opportunity to address this problem. However, it is challenging to find a model for appropriately and successfully integrating technology into chemistry education. Therefore, in this study, a review was conducted on the technology-enhanced chemistry learning studies published in Social Science Citation Index (SSCI) journals from 2010 to 2019. This study searched the target articles from the Web of Science (WOS) database and excluded those studies that did not adopt a comparative research design. Finally, 60 studies were included in this research trend analysis. A coding scheme was developed for the types of technology, the types of learning tools, the roles of technology in chemistry learning, learning topics, learning environments, participants, research designs, and the learning outcomes the researchers evaluated. From the analysis results, it was found that (1) inorganic chemistry and physical chemistry courses were the main learning topics, while the formal classroom was most often referred to as the research setting. The most frequently discussed issue was students’ learning achievement. (2) Regarding technology integration, offering students learning content through personal computers was the main activity mode. The technology was used for lower-level implementation, that is, providing supplementary materials for students. (3) Finally, using keyword analysis, it is possible to extract the recent concerns of the researchers, and from the results of the study, it is clear that the researchers are placing increasing emphasis on learners’ experience and skill development in the learning process. Accordingly, this study highlights the features of the research trends and then provides suggestions for researchers in the technology-enhanced chemistry learning field.

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中国溲疏属的分类与地理分布     

黄淑美 《中国科学院研究生院学报》1993,31(2):105-126

    本文分析溲疏属的重要形态特征的演化趋势，讨论亲缘属的系统位置和地理分布及区系特点，分类系统的修订和补充，并编写了分种检索表。认为雄蕊不定数，花瓣覆瓦状排列，花丝无齿，子房半下位的是属于原始性状，而雄蕊定数，花瓣镊合状排列，花丝具齿，子房下位的是进化性状，因此新溲疏组应包括在溲疏属内，该组与中间溲疏组是原始类群，而溲疏组是进化类群。国产52种被分为2组，4亚组和17系。溲疏属基本上是属于北温带分布类型，而我国的横断山脉至秦岭南部和华中一带为本属的现代分布和分化中心。  相似文献   

Inhibition: Its Stability and Correlates in Sixteen- to Forty-Month-Old Children   总被引：4，自引：0，他引：4  

Anders Broberg  Michael E. Lamb  Philip Hwang 《Child development》1990,61(4):1153-1163

Inhibition was assessed in 144 Swedish children when they averaged 16 months of age using a composite measure tapping sociability toward strange adults, noninvolvement in peer play, and parental ratings of fearfulness. 91 children entered out-of-home care within 2 weeks of these initial assessments. Children were observed in this setting playing with peers; teachers and parents also rated children's adjustment to the out-of-home care settings. 1 and 2 years later, the children were assessed again, both at home and in the alternative care settings. Results showed that individual differences in inhibition were stable over the 2 years of the study. Inhibited children engaged in less high-quality peer play both at home and in the alternative care settings, and they were less able to play alone in their mothers' absence. On contemporaneous but not subsequent ratings, inhibited children had more difficulty adjusting to out-of-home care. Inhibition was not itself affected by out-of-home care experiences, and there were no sex differences in inhibition.  相似文献   

Investigating the effectiveness of speech-to-text recognition applications on learning performance,attention, and meditation     

Rustam Shadiev  Yueh-Min Huang  Jan-Pan Hwang 《Educational technology research and development : ETR & D》2017,65(5):1239-1261

In this study, the effectiveness of the application of speech-to-text recognition (STR) technology on enhancing learning and concentration in a calm state of mind, hereafter referred to as meditation (An intentional and self-regulated focusing of attention in order to relax and calm the mind), was investigated. This effectiveness was further explored with regard to foreign language ability and gender. Finally, students’ perceptions towards STR-texts were surveyed. 60 non-native English speaking undergraduates participated in this study. All students were randomly assigned into either a control or an experimental group, with 30 students in each group. Two lectures, both in English but at different levels of difficulty, were given in a classroom environment. Students in the control group received a lecture containing only a video of the instructor and slides; students in the experimental group received the video of the instructor and slides as well as STR-texts of the lecture. The following main findings were obtained: First, STR-texts had a positive effect on the learning performance, attention and meditation of students. In addition, most students had positive perceptions regarding the usefulness of STR-texts for learning. This is because students in the experimental group received instructional content in both verbal (i.e., speech) and visual (i.e., STR-texts) forms, which made the content more comprehensible and easier to process. Second, during lectures with STR, high ability and female students had higher levels of attention and meditation in most cases compared to their counterparts. This finding can be explained by the difference in learning motivation and in the use of learning strategies. That is, high ability and female students are more interested in learning and display greater use of various learning strategies. Based on these results, it is suggested that educators and researchers integrate STR-texts during lectures in English in order to enhance learning and to increase the level of attention and meditation of non-native English speaking students.  相似文献   

A problem posing-based practicing strategy for facilitating students’ computer programming skills in the team-based learning mode     

Xiao-Ming Wang  Gwo-Jen Hwang 《Educational technology research and development : ETR & D》2017,65(6):1655-1671

Computer programming is a subject that requires problem-solving strategies and involves a great number of programming logic activities which pose challenges for learners. Therefore, providing learning support and guidance is important. Collaborative learning is widely believed to be an effective teaching approach; it can enhance learners’ social interaction and offer a learning environment which provides rich learning experiences. However, the social interaction in collaborative learning does not occur automatically. Without proper guidance strategies or supporting tools for collaborative learning, the learning effects can be disappointing. To solve such a problem, a problem posing-based practicing strategy was proposed to support the development of a collaborative learning activity in a computer programming practice course. The students were guided to raise computer programming problems to boost the discussion among team members. The problems raised in each team were then exchanged and solved by another team to examine the coding and to provide feedback. To investigate the effectiveness of the proposed approach, an experiment was conducted in a C# programming course. Two classes of students from a university participated in the experiment. One class with 25 students was randomly assigned as the experimental group, and learned with a collaborative learning activity using the problem posing-based practicing strategy; the other class with 28 students was the control group, which learned with a conventional collaborative learning activity. The results show that the proposed strategy benefited the students in terms of improving their learning achievement, in particular, their programming skills. Moreover, it was found that the students who learned with the proposed approach had higher self-efficacy and lower cognitive load than those who learned with the conventional collaborative learning approach.  相似文献   

An Exploration of Students’ Science Learning Interest Related to Their Cognitive Anxiety,Cognitive Load,Self-Confidence and Learning Progress Using Inquiry-Based Learning With an iPad     

Jon-Chao Hong  Ming-Yueh Hwang  Kai-Hsin Tai  Chi-Ruei Tsai 《Research in Science Education》2017,47(6):1193-1212

Based on the cognitive-affective theory, the present study designed a science inquiry learning model, predict-observe-explain (POE), and implemented it in an app called “WhyWhy” to examine the effectiveness of students’ science inquiry learning practice. To understand how POE can affect the cognitive-affective learning process, as well as the learning progress, a pretest and a posttest were given to 152 grade 5 elementary school students. The students practiced WhyWhy during six sessions over 6 weeks, and data related to interest in learning science (ILS), cognitive anxiety (CA), and extraneous cognitive load (ECL) were collected and analyzed through confirmatory factor analysis with structure equation modeling. The results showed that students with high ILS have low CA and ECL. In addition, the results also indicated that students with a high level of self-confidence enhancement showed significant improvement in the posttest. The implications of this study suggest that by using technology-enhanced science learning, the POE model is a practical approach to motivate students to learn.  相似文献   

The value of CK,PK, and PCK in professional development programs predicted by the progressive beliefs of elementary school teachers     

Ming-Yueh Hwang  Yung-Wei Hao 《欧洲师范教育杂志》2018,41(4):448-462

Teachers’ professional development (PD) receives a great deal of attention in current educational settings. However, research has shown that many teachers hesitate to attend PD programs. In this study, data were collected from 270 elementary school teachers and were subjected to confirmatory factor analysis and structural equation modeling to examine their intention to attend the weekly PD programs on Wednesday afternoons (PDWAP). The results revealed that the participants value the acquisition of pedagogical content knowledge (PCK) more than they value pedagogical knowledge (PK) and content knowledge (CK) because of the expected usefulness of each for teaching. Moreover, the results of this study have implications for PD program design, and call for a stronger focus on PCK.

AbbreviationAdjusted Goodness of Fit Index (AGFI); Analysis of Moment Structures(AMOS); average variance (AVE); Chi-square(); content knowledge (CK); continuing professional development (CPD); Comparative Fit Index (CFI); degree of freedom (df); expectancy-value theory (EVT); Goodness of Fit Index (GFI); Incremental Fit Index (IFI); Mean(M); Parsimonious Goodness of Fit Index (PGFI); Parsimonious Normed Fit Index (PNFI); Parsimonious comparative-fit-index (PCFI); pedagogical content knowledge (PCK); pedagogical knowledge (PK); professional development (PD); professional development programs on Wednesday afternoons (PDWAP); Root Mean Square Error of Approximation (RMSEA); standard deviation (SD); structural equation modeling (SEM); square of multiple correlation coefficients (R2); Teaching Beliefs Survey (TBS); theory of planned behavior (TPB); Tucker-Lewis Index (TLI); United Kingdom (UK)  相似文献   

Browsing software of the Visible Korean data used for teaching sectional anatomy     

Shin DS  Chung MS  Park HS  Park JS  Hwang SB 《Anatomical sciences education》2011,4(6):327-332

The interpretation of computed tomographs (CTs) and magnetic resonance images (MRIs) to diagnose clinical conditions requires basic knowledge of sectional anatomy. Sectional anatomy has traditionally been taught using sectioned cadavers, atlases, and/or computer software. The computer software commonly used for this subject is practical and efficient for students but could be more advanced. The objective of this research was to present browsing software developed from the Visible Korean images that can be used for teaching sectional anatomy. One thousand seven hundred and two sets of MRIs, CTs, and sectioned images (intervals, one millimeter) of a whole male cadaver were prepared. Over 900 structures in the sectioned images were outlined and then filled with different colors to elaborate each structure. Software was developed where four corresponding images could be displayed simultaneously; in addition, the structures in the image data could be readily recognized with the aid of the color-filled outlines. The software, distributed free of charge, could be a valuable tool to teach medical students. For example, sectional anatomy could be taught by showing the sectioned images with real color and high resolution. Students could then review the lecture by using the sectioned and color-filled images on their own computers. Students could also be evaluated using the same software. Furthermore, other investigators would be able to replace the images for more comprehensive sectional anatomy.  相似文献