Problem-based learning in teacher education     

Min-Ling Hung  Chia-Wen Tsai 《高等教育研究与发展》2020,39(5):1070-1072

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USING COMBINATORIAL APPROACH TO IMPROVE STUDENTS’ LEARNING OF THE DISTRIBUTIVE LAW AND MULTIPLICATIVE IDENTITIES     

Yu-Ling Tsai  Ching-Kuch Chang 《International Journal of Science and Mathematics Education》2009,7(3):501-531

This article reports an alternative approach, called the combinatorial model, to learning multiplicative identities, and investigates the effects of implementing results for this alternative approach. Based on realistic mathematics education theory, the new instructional materials or modules of the new approach were developed by the authors. From the combinatorial activities based on the things around daily life, the teaching modules assisted students to establish their concept of the distributive law, and to generalize it via the process of progressive mathematizing. The subjects were two classes of 8th graders. The experimental group (n = 32) received a combinatorial approach to teaching by the first author using a problem-centered with double-cycles instructional model, while the control group (n = 30) received a geometric approach to teaching, from the textbook by another teacher who uses lecturing. Data analyses were both qualitative and quantitative. The findings indicated that the experimental group had a better performance than the control group in cognition, such as for the inner-school achievement test, mid-term examination, symbol manipulation, and unfamiliar problem-solving: also in affection, such as the tendency to engage in the mathematics activities and enjoy mathematical thinking.  相似文献   

The development of science activities via on-line peer assessment: the role of scientific epistemological views     

Chin-Chung Tsai  Jyh-Chong Liang 《Instructional Science》2009,37(3):293-310

This study implemented an online peer assessment learning module to help 36 college students with the major of pre-school education to develop science activities for future instruction. Each student was asked to submit a science activity project for pre-school children, and then experienced three rounds of peer assessment. The effects of the online peer assessment module on student learning were examined, and the role of Scientific Epistemological Views (SEVs) in the learning process was carefully investigated. This study found that student peers displayed valid scoring that was consistent with an expert’s marks. Through the online peer assessment, the students could enhance the design of science activities for future instruction; for instance, the science activities became more creative, science-embedded, feasible and more suitable for the developmental stage of pre-school children. More importantly, students with more sophisticated (constructivist-oriented) SEVs tended to progress significantly more for designing science activities with more fun, higher creativity and greater relevancy to scientific knowledge, implying that learners with constructivist-oriented SEVs might benefit more from the online peer assessment learning process. These students also tended to offer more feedback to their peers, and much of the peer feedback provided by these students was categorized as guiding or helping peers to carefully appraise and plan their science activity projects. This study finally suggested that an appropriate understanding regarding the constructivist epistemology may be a prerequisite for utilizing peer assessment learning activities in science education.  相似文献   

Cross-cultural comparisons of university students’ science learning self-efficacy: structural relationships among factors within science learning self-efficacy     

Ya-Ling Wang  Chin-Chung Tsai 《International Journal of Science Education》2018,40(6):579-594

Science learning self-efficacy could be regarded as a multi-factor belief which comprises different aspects such as cognitive skills, practical work, and everyday application. However, few studies have investigated the relationships among these factors that compose science learning self-efficacy. Also, culture may play an important role in explaining the relationships among these factors. Accordingly, this study aimed to investigate cultural differences in science learning self-efficacy and examine the relationships within factors constituting science learning self-efficacy by adopting a survey instrument for administration to students in the U.S. and Taiwan. A total of 218 university students (62.40% females) were surveyed in the U.S.A, and 224 university students (49.10% females) in Taiwan were also invited to take part in the study. The results of the structural equation modelling revealed cultural differences in the relationships among the factors of science learning self-efficacy. It was found that U.S. students’ confidence in their ability to employ higher-order cognitive skills tended to promote their confidence in their ability to accomplish practical work, strengthening their academic self-efficacy. However, the aforementioned mediation was not found for the Taiwanese participants.  相似文献   

Principals’ use of rating scale categories in classroom observations for teacher evaluation     

Stefanie A. Wind  Chia-Lin Tsai  Sara B. Grajeda  Christi Bergin 《School Effectiveness & School Improvement》2018,29(3):485-510

Teacher evaluation systems commonly rely on observation of teaching practice (OTP) by school principals. However, the value of OTP as evidence of teacher effectiveness depends on its psychometric quality. In this study, we address a key aspect of the psychometric quality of principals’ OTP ratings. Specifically, we investigate the degree to which rating scale categories have a consistent interpretation across teaching episodes and practices. Results suggest that the 1,324 principals’ use of the rating scale categories functioned as intended overall. However, we also found that the midpoint category is underutilized and that rating categories do not always reflect similar levels of teaching effectiveness across teaching episodes and practices. When such discrepancies occur, we cannot assume principals’ ratings reflect a consistent level of teacher effectiveness within and across classrooms. This is a critical component of validity evidence that can inform the interpretation of OTP ratings and point to areas for improvement in both the rubrics and in principals’ training for classroom observations.  相似文献   

Hyperlink network analysis of the educational blog     

Eric Zhi Feng Liu  Ru Chu Shih  Yuan Lung Tsai 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(2):E25-E29

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Creating a Business Strategy Evaluation Model for National Museums Based on the Views of Curators     

Pei‐Hsuan Tsai  Chin‐Tsai Lin 《Curator: The Museum Journal》2016,59(3):287-303

The aim of this study is to find the critical factors that influence Taiwan's national museum business performance based on its curators’ views. The study explored the causal relationships among the criteria that emerged in the study and of each sub‐criteria. Since developing a business strategy is a multiple‐criteria decision‐making (MCDM) problem, this study adopted the causal‐effect model of decision‐making trial and evaluation laboratory (DEMATEL) technique. The DEMATEL technique simplifies and visualizes the interrelationships among decision‐making criteria. The study identified four core criteria – benefits, opportunity, costs, and risks, as key influencers in the national museum business performance. Each key criteria was supported by a set of sub‐criteria which, when considered together, produced an influential network relations map. The results of this study provided Taiwan's national museum curators with an idea‐based understanding of how to create business and marketing strategies that could enhance exhibition features, experience activities, and facilities that could be linked to satisfaction of visitors’ desires and offer a potentials strategy for assessing likelihood of return visits.  相似文献   

On-chip pressure sensor using single-layer concentric chambers     

Chia-Hung Dylan Tsai  Makoto Kaneko 《Biomicrofluidics》2016,10(2)

A vision-based on-chip sensor for sensing local pressure inside a microfluidic device is proposed and evaluated in this paper. The local pressure is determined from the change of color intensity in the sensing chamber which is pre-filled with colored fluid. The working principle of the sensor is based on polydimethylsiloxane deformation. The pressure at the point of interest is guided into a deformation chamber, where the structural stiffness is softened by chamber geometry, and thus, the chamber deforms as a result of pressure changes. Such deformation is transmitted to the sensing chamber, a same-layer concentric inside the deformation chamber. The deformation in the sensing chamber causes the colored fluid flowing in or out the chamber and leads to different color intensity from the top view through a microscope. Experimental evaluations on static and dynamic responses by regulated input pressures were conducted. The correlation in static response is 0.97 while the dynamic responses are successfully observed up to 16 Hz. The greatest advantage is that the local pressure can be directly seen without any additional hardware or electricity. The whole sensor is on a single-layer microfluidic design, so that the fabrication is simple, consistent, and low-cost. The single-layer design also provides the convenience of easy integration for existing microfluidic systems.  相似文献   

DIF Detection Using Multiple‐Group Categorical CFA With Minimum Free Baseline Approach          下载免费PDF全文

Yu‐Wei Chang  Wei‐Kang Huang  Rung‐Ching Tsai 《Journal of Educational Measurement》2015,52(2):181-199

The aim of this study is to assess the efficiency of using the multiple‐group categorical confirmatory factor analysis (MCCFA) and the robust chi‐square difference test in differential item functioning (DIF) detection for polytomous items under the minimum free baseline strategy. While testing for DIF items, despite the strong assumption that all but the examined item are set to be DIF‐free, MCCFA with such a constrained baseline approach is commonly used in the literature. The present study relaxes this strong assumption and adopts the minimum free baseline approach where, aside from those parameters constrained for identification purpose, parameters of all but the examined item are allowed to differ among groups. Based on the simulation results, the robust chi‐square difference test statistic with the mean and variance adjustment is shown to be efficient in detecting DIF for polytomous items in terms of the empirical power and Type I error rates. To sum up, MCCFA under the minimum free baseline strategy is useful for DIF detection for polytomous items.  相似文献   

Getting Grandma Online: Are Tablets the Answer for Increasing Digital Inclusion for Older Adults in the U.S.?     

Hsin-yi Sandy Tsai  Ruth Shillair  Shelia R. Cotten  Vicki Winstead  Elizabeth Yost 《Educational gerontology》2015,41(10):695-709

Using information and communication technologies (ICTs) can improve older adults’ quality of life. ICT use is associated with decreased feelings of loneliness and depression, along with increased feelings of independence and personal growth. However, limited access and low technological self-efficacy are key reasons why some groups, especially older adults, are excluded from being fully engaged in the digital world. In this study, we focus on older adults’ technological self-efficacy, which is related to their actual use of technology and the second level digital divide. Specifically, we examine: (a) how older adults decide to use a new technology, tablet computers; (b) how they conquer the barrier of technological self-efficacy through using tablets; and (c) the impacts of using this new technology in their lives. Twenty-one in-depth interviews were conducted with older adults residing in independent living communities in a medium-sized city in the Deep South region of the United States. Observational and enactive learning played important roles for older adults in using tablets. Seeing others use tablets, getting recommendations from family members, or having tablets given to them were the primary reasons they started to use tablet computers. The ease of use feature of tablets helped solve the problem of lacking technological self-efficacy. Using tablets helped increase a sense of connectedness. Tablet computers may be one way to increase digital inclusion among older adults.  相似文献