Effects on learners' performance of using selected and open network resources in a problem‐based learning activity     

Ching‐Kun Hsu  Gwo‐Jen Hwang  Chien‐Wen Chuang  Chih‐Kai Chang 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(4):606-623

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Prompting students to make socioscientific decisions: embedding metacognitive guidance in an e-learning environment     

Ying-Shao Hsu  Shu-Sheng Lin 《International Journal of Science Education》2013,35(7):964-979

ABSTRACT

This study aimed at improving the decision-making (DM) skills of 11th graders by incorporating a DM framework, visualisation tools, collaboration, and metacognitive guidance into a socioscientific issue context. Two classes, the experimental group (embedded metacognitive guidance, N?=?42) and the comparison group (no metacognitive guidance, N?=?32), were involved in the implementation of the experimental methodology. An open-ended test and worksheets were developed to assess the students’ DM skills. The results indicated that the two versions of the DM learning modules had similar effects on the improvement in the students’ DM skills, but there were significant differences in their overall skills in DM (Z?=??6.410, p?<?.001), generating criteria (Z?=??6.956, p?<?.001), and evaluating DM results (Z?=??2.533, p?<?.011) based on the student responses on the worksheets. These findings indicate that further studies need to explore the mechanism of metacognitive guidance for students with different socioscientific issue DM skills in e-learning environments.  相似文献   

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   

Collegiate baseball players with more optimal functional movement patterns demonstrate better athletic performance in speed and agility     

Yu-Pin Liang  Yi-Liang Kuo  Hsiang-Chin Hsu  Yen-Ysung Hsia  Ya-Wen Hsu 《Journal of sports sciences》2019,37(5):544-552

Sports injuries are common among baseball players and may result in abnormal movement patterns, increased risks of future injury, and unsatisfactory performance. The Functional Movement Screen (FMS?) has been developed to detect abnormal functional movement patterns and can be used for predicting risks of sports injury. However, whether FMS? scores are associated with athletic performance remains unclear. The goal of this study was to determine the association between functional movements and athletic performance in elite baseball players. Core stability, muscular strength and flexibility of the lower extremities, and FMS?, as well as athletic performance in sprinting, agility, and balance tests were assessed in 52 male collegiate Division I baseball players placed into two groups based on FMS? scores. The high-scoring group demonstrated better athletic performance than the low-scoring group, with a shorter duration of the agility test. No group differences were found in core stability, muscular strength, or muscle flexibility, except for rectus femoris flexibility. Thus, the FMS? score is associated with sprinting and agility performance in elite baseball players. These findings indicate that the FMS? may have a role in predicting athletic performance and thereby help determine the goals of training regimens or return-to-play strategies.  相似文献   

半夏属的染色体数目、倍性与珠芽发生的关系     

李名旺  顾德兴  刘友良  徐炳声 《中国科学院研究生院学报》1997,35(3):208-214

本文通过对半夏属Pinellia 5个种10个群体的染色体计数和珠芽数量统计，首次报道了5个染色体数目，同时发现珠芽的发生与染色体基数及多倍化程度有关：x=13的类群无珠芽，而x=9的有珠芽；在有珠芽的半夏P．ternata(Thunb．)Breit．中，平均每叶珠芽数随倍性的提高而增大。半夏是一个多倍体复合种，起源于无珠芽、染色体基数为x=7～9的二倍体祖先，可能是在该属的早期进化中由鹞落坪半夏P.yaoluopingensis X．H．Guo et X．L.Liu的x=13经非整倍性跌落而成，在发生上比鹞落坪半夏进化。  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