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   

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   

Significant life experiences affect environmental action: a confirmation study in eastern Taiwan     

Shih‐Jang Hsu 《Environmental Education Research》2009,15(4):497-517

Two field studies form the basis of this article. The major purposes of Study 1 were to examine significant life experiences affecting the cultivation of environmental activists in eastern Taiwan, and to reconstruct the life paths followed by those active people who engaged in effective environmental action. 40 usable autobiographical memories were collected and content‐analysed to derive 17 significant life experiences. Based on the 17 accounts, a quantitative questionnaire of 24 items on significant life experiences variables was developed for Study 2. Four hundred and thirty valid questionnaires were analysed. Eighty two respondents with a high level of environmental action were determined to be environmental activists, and 153 with a low level of environmental action were determined to be people apathetic towards environmental protection. It was found that the significant life experiences identified in Study 1 could effectively distinguish environmentally committed people from those apathetic to environmental protection. Study 2 also found that 54.6% of the variances in environmental actions could be explained by the significant life experiences.  相似文献   

Natural pedagogical conversations in high school students' internship     

Pei‐Ling Hsu  Wolff‐Michael Roth  Asit Mazumder 《科学教学研究杂志》2009,46(5):481-505

Many science educators encourage student experiences of “authentic” science by means of student participation in science‐related workplaces. Little research has been done, however, to investigate how “teaching” naturally occurs in such settings, where scientists or technicians normally do not have pedagogical training and generally do not have time (or value) receiving such training. This study examines how laboratory members without a pedagogical background or experience in teaching engage high school students during their internship activities. Drawing on conversation analysis, we analyze the minute‐by‐minute transactions that occurred while high school students participated in a leading environmental science laboratory. We find that the participation trajectory was based on demonstration‐practice‐connect (D‐P‐C) phases that continually recurred in the process of “doing” science. Concerning the transactional structures, we identify two basic conversation patterns—Initiate‐Clarify‐Reply (I‐C‐R) and Initiate‐Reply‐Clarify‐Reply (I‐R‐C‐R)—that do not only differ from the well‐known Initiate‐Reply‐Evaluate (I‐R‐E) patterns previously observed in science classrooms, but also could be combined to constitute more complex patterns. With respect to the organization of natural pedagogical conversations, we find that there were not only of preferred and dispreferred modes of responding but also ambiguous dispreferred modes; and the formulating organization not only includes self‐formulating but also other‐formulating. These natural pedagogical conversations helped, on the one hand, students to clarify their understanding and, on the other hand, technicians (or teachers) to teach toward different needs for different students in different contexts. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 481–505, 2009  相似文献