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101.
University students are regarded as future decision-makers in society and have a high likelihood of becoming opinion-shapers in terms of the environment. Their awareness of the marine environment will therefore have a significant effect upon sustainable marine development. This study examines Taiwanese university students’ marine environmental awareness, focusing on environmental attitudes, understanding of marine and coastal issues, and environmental behavior. A total of 825 valid samples in a questionnaire survey are used for the analysis. Overall, respondents possess a highly positive attitude towards the marine environment and a moderate self-reported level of marine knowledge, but are not actively engaged in environmental protection endeavors, particularly ones involving spending personal income and taking legal or political action. Experience in marine-related activities and marine knowledge are important in fostering marine environmental awareness, particularly in regard to environmental behavior. This study addresses the gap between widespread environmental concerns and low engagement in environmental actions by proposing a multimodal approach: improving marine knowledge and experience in marine-related activities, creating safe recreational spaces at seasides, and reinforcing legal education. This study concludes by highlighting the importance of marine environmental awareness in the development of ocean citizenship as well as the sustainability of the marine environment. 相似文献
102.
The use of peer assessment (PA) as an alternative form of evaluation method is reported to be helpful in learning and is increasingly
being adopted in higher education settings. Through collecting data from 280 university students in Taiwan, a 20-item instrument
was developed to investigate university students’ attitudes toward and perceptions of PA and online PA. Four subscales, Positive
Attitudes, Online Attitudes, Understanding-and-Action, and Negative Attitudes, were extracted and reliabilities were calculated.
Results revealed that participating students held positive attitudes toward the use of PA activities, but they viewed online
PA as a technical tool to facilitate assessment processes, rather than as a learning aid. Male students had more positive
attitudes toward PA than females did, and students with previous PA experiences had less negative attitudes toward PA. A majority
of these students suggested that the PA score should be counted as a small part of the total course grade, and there was an
effect of the perceived importance of PA score on students’ attitudes toward these four subscales. 相似文献
103.
Martin Brunner Dr. Mareike Kunter Stefan Krauss Jürgen Baumert Werner Blum Thamar Dubberke Alexander Jordan Uta Klusmann Yi-Miau Tsai Michael Neubrand 《Zeitschrift für Erziehungswissenschaft》2006,9(4):521-544
Zusammenfassung Der vorliegende Beitrag besch?ftigt sich aus der Perspektive von Theorien zum Kompetenzerwerb mit dem Zusammenhang zwischen
dem fachspezifischen Professionswissen von Mathematiklehrkr?ften und ihrer Ausbildung und beruflichen Fortbildung. Dabei wurden
institutionelle Unterschiede der Lehramtsausbildung wie auch individuelle Unterschiede im Studienerfolg, der Berufserfahrung
und der besuchten beruflichen Fortbildungen untersucht. Die Analysen basieren auf Daten von 195 Mathematiklehrkr?ften, die
an der COACTIV-Studie teilnahmen. Unsere Ergebnisse zeigen, dass sich Lehrkr?fte unterschiedlicher Lehr?mter deutlich in ihrem
professionellen Wissen unterscheiden und dass insbesondere der Erfolg im Studium mit besseren Leistungen im Fachwissen und
im fachdidaktischen Wissen zusammen hing. Wir diskutieren Implikationen unserer Ergebnisse vor dem Hintergrund der Lehramtsausbildung
und beruflicher Fortbildungen.
相似文献
104.
105.
Chih-Lun Chou Min-Ling Hung Chia-Wen Tsai Yu-Chih Chang 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):1420-1435
The aim of this research is to examine the dimensions of junior high school teachers’ readiness for implementing a flipped classroom approach and to construct and validate an instrument—the Flipped-Classroom Teacher Scale (FCTS). Two sets of samples (170 and 495 junior high school teachers) served to explore and confirm the constructs of the FCTS model proposed by this study. The model has been empirically validated via exploratory factor analysis (EFA) and confirmatory factor analysis. The research participants were from different geographical locations in Taiwan. The FCTS consists of four factors: institutional support, technology self-efficacy (TSE), teacher beliefs and teaching strategies (TS). The results show that the FCTS model is a valid and reliable scale. Teachers may use the FCTS to gain a greater understanding of their instructional design and strategies in relation to flipped classrooms. 相似文献
106.
Chia-Wen Tsai 《Interactive Learning Environments》2016,24(4):665-680
As more and more educational institutions are providing online courses, it is necessary to design effective teaching methods integrated with technologies to benefit both teachers and students. The researcher in this study designed innovative online teaching methods of team-based learning (TBL) and co-regulated learning (CRL) to improve students' computing skills. The participants in this study were 124 undergraduates from three classes taking a compulsory course titled “Applied Information Technology: Data Processing.” There were three blended classes involved in this empirical study. The first group (EG1), which received the treatment of online TBL and CRL, and the second group (EG2), which received the treatment of online TBL only, were the experimental groups. The last group, which received the traditional teaching method, served as the control group. Before the experiment started, the author conducted a pretest to confirm that the differences of students' computing skills among the three groups were not significant at the beginning of the course. Based on the analysis of the post-test, the results indicate that students who received the intervention of online CRL had significantly better computing skills for using Excel by semester-end than those without. However, the intervention of online TBL did not contribute to better learning effects in this study. Based on the findings in this study, the author points out implications for teachers, schools, and educators, particularly for those responsible for courses focusing on solving ill-structured problems and those students who have typically received traditional didactic pedagogy for many years. 相似文献
107.
Cai-Ting Wen Chia-Jung Chang Ming-Hua Chang Shih-Hsun Fan Chiang Chen-Chung Liu Fu-Kwun Hwang Chin-Chung Tsai 《Instructional Science》2018,46(6):847-867
This study investigated students’ modeling progress and strategies in a problem-solving simulation game through content analysis, and through supervised and unsupervised lag sequential analysis (LSA). Multiple data sources, including self-report models and activity logs, were collected from 25 senior high school students. The results of the content analysis found that the problem-solving simulation game helped most of the students to reflectively play with the science problem and build a workable model to solve it. By using the supervised LSA, it was found that the students who successful solved the game frequently linked the game contexts with the physics terminologies, while those who did not solve the problem simply relied on the intuitive knowledge provided in the reference materials. Furthermore, the unsupervised LSA identified four activity patterns that were not noticed in the supervised LSA: the fragmented, reference material centered, reference material aided modeling, and modeling centered patterns. Each pattern has certain associations with certain problem-solving outcomes. The results of this study also shed light on the use of different analytics techniques. While the supervised LSA is particularly helpful for depicting a contrast of activity patterns between two specific student groups, the unsupervised LSA is able to identify hidden significant patterns which were not clearly distinguished in the pre-defined student groups. Researchers may find these analytics techniques useful for analyzing students’ learning processes. 相似文献
108.
Hsieh Fu-Pei Lin Huann-shyang Liu Shu-Chiu Tsai Chun-Yen 《Research in Science Education》2021,51(6):1569-1592
Research in Science Education - This study aimed to explore the effect of peer coaching on science teachers’ practice and their students’ scientific competencies. The mixed method... 相似文献
109.
The purpose of this study was to examine the impacts of embedding collaboration into a game with a self-explanation design for supporting the acquisition of light and shadow concepts. The participants were 184 fourth graders who were randomly assigned to three conditions: a solitary mode of the game with self-explanation, a collaborative mode with self-explanation, or the control condition of a single-user game without integrating self-explanation. Students' conceptual understanding was measured through an immediate posttest and a retention test with a three-week delay. Further, students' engagement in answering the prompts was also investigated. The findings showed that having students collaboratively play science-based games with a self-explanation design embedded was not sufficient to help them learn the science concepts. Rather, it was the level of engagement in responding to the self-explanation prompts that mattered. 相似文献
110.
Chin‐Chung Tsai 《International Journal of Science Education》2013,35(14):1733-1750
Educators and psychologists have evidence that students’ conceptions of learning have a profound influence on the learning process, and thus are related to learning outcomes. The purpose of this paper was to explore the conceptions of learning science held by 120 Taiwanese high school students. The interview data gathered from these students, analysed by a phenomenographic method, revealed seven categories of conceptions of learning science, including: learning science as memorizing, preparing for tests, calculating and practising tutorial problems, the increase of knowledge, applying, understanding, and seeing in a new way. The educational contexts or curricular programmes in which these high school students enrolled also played a role in their conceptions of learning science. This study finally proposed a framework to describe the variations of the conceptions of learning science, consisting of the following features: the forms of knowledge acquisition, motivational orientations, and standards of evaluating learning outcomes. How to change students’ unfruitful conceptions of learning science was also discussed. 相似文献