The Effects of Different On-line Searching Activities on High School Students’ Cognitive Structures and Informal Reasoning Regarding a Socio-scientific Issue     

Ying-Tien Wu  Chin-Chung Tsai 《Research in Science Education》2011,41(5):771-785

Learners’ ability in dealing with socio-scientific issues has been highlighted in contemporary science education. This study explored the effects of different on-line searching activities on high school students’ cognitive structure outcomes and informal reasoning outcomes. By using a quasi-experimental research approach, thirty-three students were assigned to a “guided searching task group”, while thirty-five students were assigned to an “unguided searching task group”. The treatments of this study were two different on-line searching activities. All the participants were asked to search relevant information regarding nuclear power usage on the Internet during the period of two classes (100 min). However, the students in the un-guided searching task group were asked to search freely, while those in the guided searching task group were provided with a searching guideline. The participants’ cognitive structures outcomes as well as their informal reasoning outcomes regarding nuclear power usage were assessed before and after the conduct of on-line searching tasks. The results of ANCOVA revealed that the students in the guided on-line searching task group significantly outperformed their counterparts in the extent (p < 0.01) and the richness of their cognitive structures (p < 0.01). Also, they significantly outperformed their counterparts in the usage of the two information processing strategies, “comparing” (p < 0.05) and “inferring or explaining” (p < 0.05). Moreover, it was also found that the students in the guided on-line searching task group only outperformed their counterparts in their supportive argument construction (p < 0.05). In other words, the guided searching tasks did help the students obtain better cognitive structure outcomes; however, the increments on their cognitive structure outcomes may only help them to propose more supportive arguments, but their rebuttal construction (an important indicator for their reasoning quality) was not particularly improved.  相似文献   

Affordances of Augmented Reality in Science Learning: Suggestions for Future Research   总被引：2，自引：2，他引：0  

Kun-Hung Cheng  Chin-Chung Tsai 《Journal of Science Education and Technology》2013,22(4):449-462

Augmented reality (AR) is currently considered as having potential for pedagogical applications. However, in science education, research regarding AR-aided learning is in its infancy. To understand how AR could help science learning, this review paper firstly has identified two major approaches of utilizing AR technology in science education, which are named as image-based AR and location-based AR. These approaches may result in different affordances for science learning. It is then found that students’ spatial ability, practical skills, and conceptual understanding are often afforded by image-based AR and location-based AR usually supports inquiry-based scientific activities. After examining what has been done in science learning with AR supports, several suggestions for future research are proposed. For example, more research is required to explore learning experience (e.g., motivation or cognitive load) and learner characteristics (e.g., spatial ability or perceived presence) involved in AR. Mixed methods of investigating learning process (e.g., a content analysis and a sequential analysis) and in-depth examination of user experience beyond usability (e.g., affective variables of esthetic pleasure or emotional fulfillment) should be considered. Combining image-based and location-based AR technology may bring new possibility for supporting science learning. Theories including mental models, spatial cognition, situated cognition, and social constructivist learning are suggested for the profitable uses of future AR research in science education.  相似文献   

Effects of periodic carbohydrate ingestion on endurance and cognitive performances during a 40-km cycling time-trial under normobaric hypoxia in well-trained triathletes     

Yi-Hung Liao  Toby Mündel  Yan-Ting Yang  Chen-Chan Wei  Shiow-Chwen Tsai 《Journal of sports sciences》2019,37(16):1805-1815

The purpose of this study was to examine CHO ingestion on a cognitive task using a field-simulated time-trial (TT) under hypoxia in well-trained triathletes. Ten male triathletes (age: 22.1 ± 1.1 years; VO₂max: 59.4 ± 1.4 ml/kg/min) participated in this double-blind/crossover/counter-balanced design study. Participants completed 3 TT trials: 1) normoxic placebo (NPLA; FiO₂ = 20.9%), 2) hypoxic placebo (HPLA; FiO₂ = 16.3%), and 3) hypoxic CHO (HCHO; 6% CHO provided as 2 ml/kg/15 min; FiO₂ = 16.3%). During the TT, physiological responses (SpO₂, HR, RPE, and blood glucose/lactate), cognitive performance, and cerebral haemodynamics were measured. Hypoxia reduced TT performance by ~3.5–4% (p < 0.05), but CHO did not affect TT performance under hypoxia. For the cognitive task, CHO slightly preserved exercise-induced cognitive reaction speed but did not affect response accuracy during hypoxic exercise. However, CHO did not preserve the decreased Hb-Diff (cerebral blood flow, CBF) and increased HHb in the prefrontal lobe (p < 0.05) during hypoxic exercise, and CHO failed to preserve hypoxia-suppressed prefrontal CBF and tissue oxygen saturation. In conclusion, the present study demonstrates that CHO is effective in sustaining reaction speed for a cognitive task but not promoting TT performance during hypoxic exercise, which would be important for strategy-/decision-making when athletes compete at moderate high-altitude.  相似文献   

Exploring the electromagnetic information of metasurfaces     

Din-Ping Tsai 《国家科学评论(英文版)》2020,7(12):1845

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Digital redesign tracker for cascaded analog systems with state saturation and external loads     

Jason Sheng-Hong Tsai  Meng-Che Wu  Leang-San Shieh 《Journal of The Franklin Institute》2005,342(7):852-876

This paper presents a newly developed digital redesign control scheme with a weighted switching strategy and output-reference tracking, for a cascaded analog system with state saturation and external loads. The proposed method improves the generally poor transition response and output deviation caused by state-saturation constraint and external loads. It replaces an existing or theoretically well-designed analog controller with state saturation, by a digital controller with almost identical performance.  相似文献   

Deadzone compensation based on constrained RBF neural network     

Chiung-Hsin Tsai  Han-Tung Chuang 《Journal of The Franklin Institute》2004,341(4):361-374

In this paper, a modified adaptive neural network for the compensation of deadzone is described, and simulated on a hydraulic positioning system, in which the dynamic model is separated into a series of connection of a nonlinear (deadzone) subsystem and a linear plant. The proposed approach uses two neural networks. One is the radial basis function (RBF) neural network, which is used for identifying parameters of deadzone. Based on the penalty function used in optimization theory, a multi-objective cost function with constraint is adopted to provide the best deadzone approximation. The result is used to train the other neural network for the inverse compensation of deadzone. The RBF neural network also generates the parameters of the linear plant for the design of an adaptive controller. A convergence analysis for the network training process is also presented.  相似文献   

Fostering Students’ Scientific Inquiry through Computer-Supported Collaborative Knowledge Building     

Li  Pei-Jung  Hong  Huang-Yao  Chai  Ching Sing  Tsai  Chin-Chung  Lin  Pei-Yi 《Research in Science Education》2020,50(5):2035-2053

Research in Science Education - The aim of this study was to investigate whether and how engaging with a computer-supported collaborative knowledge-building environment helps students to develop a...  相似文献   

Developing a web-based two-tier test for internet literacy     

Chien Chou  Chin-Chung Tsai  Pei-Shan Chan 《British journal of educational technology : journal of the Council for Educational Technology》2007,38(2):369-372

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Empowering learners with personalised learning approaches? Agency,equity and transparency in the context of learning analytics     

Yi-Shan Tsai  Carlo Perrotta  Dragan Gašević 《Assessment & Evaluation in Higher Education》2020,45(4):554-567

Abstract

The emergence of personalised data technologies such as learning analytics is framed as a solution to manage the needs of higher education student populations that are growing ever more diverse and larger in size. However, the current approach to learning analytics presents tensions between increasing student agency in making learning-related decisions and ‘datafying’ students in the process of collecting, analysing and interpreting data. This article presents a study that explores staff and student experience of agency, equity and transparency in existing data practices and expectations towards learning analytics in a UK university. The results show a number of intertwined factors that have contributed to the tensions between enhancing a learner’s control of their studies and, at the same time, diminishing their autonomy as an active agent in the process of learning analytics. This article argues that learner empowerment should not be automatically assumed to have taken place as part of the adoption of learning analytics. Instead, the interwoven power relationships in a complex educational system and the interactions between humans and machines need to be taken into consideration when presenting learning analytics as an equitable process to enhance student agency and educational equity.  相似文献   

Collaboratively developing instructional activities of conceptual change through the Internet: Science teachers' perspectives   总被引：1，自引：0，他引：1  

Chin-Chung Tsai 《British journal of educational technology : journal of the Council for Educational Technology》2001,32(5):619-622

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