Space,relations, and the learning of science     

Wolff-Michael Roth  Pei-Ling Hsu 《Cultural Studies of Science Education》2014,9(1):77-113

In the literature on the situated and distributed nature of cognition, the coordination of spatial organization and the structure of human practices and relations is accepted as a fact. To date, science educators have yet to build on such research. Drawing on an ethnographic study of high school students during an internship in a scientific research laboratory, which we understand as a “perspicuous setting” and a “smart setting,” in which otherwise invisible dimensions of human practices become evident, we analyze the relationship between spatial configurations of the setting and the nature and temporal organization of knowing and learning in science. Our analyses show that spatial aspects of the laboratory projectively organize how participants act and can serve as resources to help the novices to participate in difficult and unfamiliar tasks. First, existing spatial relations projectively organize the language involving interns and lab members. In particular, spatial relations projectively organize where and when pedagogical language should happen; and there are specific discursive mechanisms that produce cohesion in language across different places in the laboratory. Second, the spatial arrangements projectively organize the temporal dimensions of action. These findings allow science educators to think explicitly about organizing “smart contexts” that help learners participate in and learn complex scientific laboratory practices.  相似文献   

基于论文-专利机构合作网络的产学研潜在合作机会研究          下载免费PDF全文

王菲菲  芦婉昭  贾晨冉  黄雅雯 《情报科学》2019,37(9):9-16

【目的/意义】本文通过论文和专利两个层面的机构合作网络探测产学研的潜在合作机会。【方法/过程】利 用石墨烯相关领域产学研合作论文和专利的相关文献,通过社会网络分析探究整体网络的相关指标,同时测度网 络中的重要节点;进一步使用LDA主题模型分析论文层及专利层的热点主题与主要研究热点主题的机构。为探测 潜在合作情况,利用链路预测和熵权法测度未来机构间的合作关系及合作主题。【结果/结论】研究发现论文层与专 利层的中心节点分别是中国科学院和法国国家科学研究中心;论文层中国船舶重工集团和洛斯阿拉莫斯国家实验 室会在石墨烯结构主题研究上产生合作,专利层南京航空航天大学和中国科学院上海光学精密机械研究所潜在合 作主题为石墨烯制备。  相似文献   

Immersion experiences and behavioural patterns in game-based learning     

Mei-En Hsu  Meng-Tzu Cheng 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(5):1981-1999

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Promoting children's inquiry performances in alternate reality games: A mobile concept mapping-based questioning approach     

Hsin-Yi Liang  Tien-Yu Hsu  Gwo-Jen Hwang 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(5):2000-2019

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Eye movement patterns of captioned television viewers     

Jensema CJ  el Sharkawy S  Danturthi RS  Burch R  Hsu D 《American annals of the deaf》2000,145(3):275-285

Eye movement of six subjects was recorded as they watched video segments with and without captions. It was found that the addition of captions to a video resulted in major changes in eye movement patterns, with the viewing process becoming primarily a reading process. Further, although people viewing a specific video segment are likely to have similar eye movement patterns, there are also distinct individual differences present in these patterns. For example, someone accustomed to speechreading may spend more time looking at an actor's lips, while someone with poor English skills may spend more time reading the captions. Finally, there is some preliminary evidence to suggest that higher captioning speed results in more time spent reading captions on a video segment.  相似文献   

Preface for the IJSME Special Issue: Metacognition for Science and Mathematics Learning in Technology-Infused Learning Environments     

Ying-Shao Hsu  Paola Iannone  Hsiao-Ching She  Allyson Hadwin 《International Journal of Science and Mathematics Education》2016,14(2):243-248

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Seeking big ideas in algebra: the evolution of a task     

Eric Hsu  Judy Kysh  Katherine Ramage  Diane Resek 《Journal of Mathematics Teacher Education》2007,10(4-6):325-332

In this paper we describe a strand of activities for teachers of mathematics that we used with two cohorts of participants in a professional development program called Revitalizing Algebra (REAL). We first discuss our goals and describe the participants, and then we describe the construction and selection of the tasks followed by teacher responses. Finally, we reflect on different iterations of the tasks, their impact on the teachers’ thinking and practice, and the role of school and department culture in the process of change.  相似文献   

Effects of applying a VR-based two-tier test strategy to promote elementary students’ learning performance in a Geology class     

Shao-Chen Chang  Ting-Chia Hsu  Wei-Chen Kuo  Morris Siu-Yung Jong 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(1):148-165

Science and technology are driving people’s life changes, including education and the environment. Many scholars have attempted to import technology into the classroom to help students learn in different subjects. However, students often need assistance with unfamiliar learning approaches and learning environments. This study proposed a non-immersive virtual reality (VR) guidance system combined with a two-tier strategy to help students learn geology knowledge. Two groups of students used different learning approaches: the experimental group students were guided by the two-tier test VR guidance system, and the control group students learned with the conventional VR guidance system. According to the experimental result, the two-tier test VR guidance system not only improved the students’ learning achievement in natural science, but also enhanced their learning motivation. In addition, according to the sequential results, we found that VR learning materials or environmental resources can help students answer questions and solve problems more effectively.  相似文献   

Effects of explicit and implicit prompts on students’ inquiry practices in computer-supported learning environments in high school earth science     

Su-Chi Fang  Wei Hsiu Hsu 《International Journal of Science Education》2016,38(11):1699-1726

The study explored how to best use scaffolds for supporting students’ inquiry practices in computer-supported learning environments. We designed a series of inquiry units assisted with three versions of written inquiry prompts (generic and context-specific); that is, three scaffold-fading conditions: implicit, explicit, and fading. We then examined how the three scaffold-fading conditions influenced students’ conceptual understanding, understanding of scientific inquiry, and inquiry abilities. Three grade-10 classes (N?=?105) participated in this study; they were randomly assigned to and taught in the three conditions. Data-collection procedures included a pretest–posttest approach and in-depth observations of the target students. The findings showed that after these inquiry units, all of the students exhibited significant learning gains in conceptual knowledge and performed better inquiry abilities regardless of which condition was used. The explicit and fading conditions were more effective in enhancing students’ understanding of scientific inquiry. The fading condition tended to better support the students’ development of inquiry abilities and help transfer these abilities to a new setting involving an independent socioscientific task about where to build a dam. The results suggest that fading plays an essential role in enhancing the effectiveness of scaffolds.  相似文献   

An Assessment of Environmental Literacy and Analysis of Predictors of Responsible Environmental Behaviour Held by Secondary Teachers in the Hualien Area of Taiwan     

Shih‐Jang Hsu  Robert E. Roth 《Environmental Education Research》1998,4(3):229-249

This study assessed teachers' environmental literacy and analysed predictors of teachers' responsible environmental behaviour (REB). A nine page instrument was administered by mailed questionnaire to 300 randomly selected secondary teachers in the Hualien area of Taiwan with a 52.3% effective response rate. As a result of stepwise multiple regression analyses, the most parsimonious set of predictors of REB for all teachers included: perceived knowledge of environmental action strategies (KNOW), intention to act, area of residence and perceived skill in using environmental action strategies (SKILL, total r² = 0.3867). For urban teachers, the most parsimonious set of predictors included: intention to act, SKILL, major sources of environmental information and membership in environmental organisations (total r² = 0.4711). For rural teachers, the most parsimonious set of predictors included: KNOW, intention to act and perceived knowledge of environmental problems and issues (total r² = 0.3200). Implications for programme development and instructional practice are presented. Recommendations for further research are also provided.  相似文献