Accountability or authenticity? The alignment of professional development and teacher evaluation     

Yahui Su  Liyia Feng  Chang-Hui Hsu 《Teachers and Teaching》2017,23(6):717-728

The alignment of professional development and teacher evaluation has been a growing concern in teacher professional development practices. The issue of how teacher evaluation can help authentic professional development is important in that teachers only learn what is real, useful and valuable to them. Based on our reflections on current professional development in Taiwan, this article challenges the dominant evaluation-led approach to professional development, in which much attention and energy of policy-makers and educators is devoted to establishing extensive programmes and standards that might not be relevant to teachers’ concerns. We draw upon Habermas’ notion of system and lifeworld to sense-make and to theorise why it can be difficult for teachers to engage the entirety of their personhood with a policy agenda of pursuing system integration and efficiency whereby teachers’ learning actions become strategic. We argue for considering teacher development from an alternative, lifeworld perspective in which teachers and teachers’ subjectivities in striving to achieve what matters and makes sense to them are placed centre stage. Although the evaluation mechanism plays a role in avoiding the devolution of professional development into mere subjectivism, it is reductive to treat teacher professional development not only as distinct but also as requiring evaluation items and overlooking the importance of maintaining teacher development as a tacit, authentic process of knowing. We finally juxtapose the two approaches and their contrasting characteristics and describe implications for planning teacher professional development so that policy-makers and educators can reflect on their mindsets and implementation and modify their programme planning and strategies accordingly.  相似文献   

Fostering High School Students’ Conceptual Understandings About Seasons: The Design of a Technology-enhanced Learning Environment   总被引：1，自引：0，他引：1  

Ying-Shao Hsu  Hsin-Kai Wu  Fu-Kwun Hwang 《Research in Science Education》2008,38(2):127-147

The purpose of this study is to understand in what ways a technology-enhanced learning (TEL) environment supports learning about the causes of the seasons. The environment was designed to engage students in five cognitive phases: Contextualisation, Sense making, Exploration, Modeling, and Application. Seventy-five high school students participated in this study and multiple sources of data were collected to investigate students’ conceptual understandings and the interactions between the design of the environment and students’ alternative conceptions. The findings show that the number of alternative conceptions held by students were reduced except for the incorrect concepts of “the length of sunshine” and “the distance between the sun and the earth.” The percentage of partial explanations held by students was also reduced from 60.5 to 55.3% and the percentage of students holding complete scientific explanations after using Lesson Seasons rose from 2.6 to 15.8%. While some students succeeded in modeling their science concepts closely to the expert’s concepts, some failed to do so after the invention. The unsuccessful students could not remediate their alternative conceptions without explicit guidance and scaffolding. Future research can then be focused on understanding how to provide proper scaffoldings for removing some alternative concepts which are highly resistant to change.

Fu-Kwun HwangEmail:

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Exploring the effects of integrating self-explanation into a multi-user game on the acquisition of scientific concepts     

Chung-Yuan Hsu  Chin-Chung Tsai  Hung-Yuan Wang 《Interactive Learning Environments》2016,24(4):844-858

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   

Simultaneous measurement of concentrations and velocities of submicron species using multicolor imaging and microparticle image velocimetry     

Jing-Tang Yang  Yu-Hsuan Lai  Wei-Feng Fang    Miao-Hsing Hsu 《Biomicrofluidics》2010,4(1)

We propose a novel approach to resolve simultaneously the distributions of velocities and concentration of multiple, submicron species in microfluidic devices using microparticle image velocimetry, and particle counting. Both two-dimensional measurement and three-dimensional analysis of flow fields, from the stacked images, are achieved on applying a confocal fluorescence microscope. The displacements of all seeding particles are monitored to determine the overall velocity field, whereas the multicolor particles are counted and analyzed individually for each color to reveal the distributions of concentration and velocity of each species. A particle-counting algorithm is developed to determine quantitatively the spatially resolved concentration. This simultaneous measurement is performed on a typical T-shaped channel to investigate the mixing of fluids. The results are verified with numerical simulation; satisfactory agreement is achieved. This measurement technique possesses reliability appropriate for a powerful tool to analyze multispecies mixing flows, two-phase flows, and biofluids in microfluidic devices.  相似文献   

The Role of Computer Simulation in an Inquiry-Based Learning Environment: Reconstructing Geological Events as Geologists     

Li-Fen Lin  Ying-Shao Hsu  Yi-Fen Yeh 《Journal of Science Education and Technology》2012,21(3):370-383

Several researchers have investigated the effects of computer simulations on students’ learning. However, few have focused on how simulations with authentic contexts influences students’ inquiry skills. Therefore, for the purposes of this study, we developed a computer simulation (FossilSim) embedded in an authentic inquiry lesson. FossilSim integrated data from real field investigations with geological laws for identifying the sequence of geological events. Data were collected from two experiments to examine ninth graders’ abilities for reconstructing a sequence of geological events with the aid of FossilSim. The sample groups in Experiments 1 and 2 were 58 and 11 ninth graders, respectively. The results indicated that the authentic inquiry lesson promoted the development of students’ inquiry skills. In addition, FossilSim played a key role in engaging students to apply geological laws, make multi-scale observations, and clarify their ideas about geological time.  相似文献   

Undergraduates’ intentions to take examinations for professional certification: examinations of four competing models     

Pi-Yueh Cheng  Ping-Kun Hsu  Wen-Bin Chiou 《Asia Pacific Education Review》2012,13(4):691-700

Previous research on professional certification has primarily focused on graduate certificates in intensive care nursing, writing certificates for practitioners, maintenance of certification in radiation oncology, and the certification of teachers and surgeons. Research on certification in the domain of business and management from an attitudinal?Cbehavioral approach has been lacking. Social psychological theories provide potentially useful tools for explaining how attitudes, intentions, and behaviors are changed. The current study compared four intention-based models??the theory of planned behavior, the theory of self-regulation (TSR), the revised TSR (in which desire is a partial mediator), and the other revised TSR (in which desire is a full mediator)??in terms of their ability to predict the intentions of business and management students to obtain certification in their fields. Participants were drawn from the southern, middle, and northern areas of Taiwan. A structural equation model applied to a sample of 273 undergraduates demonstrated that attitudes, subjective norms, perceived behavioral controls, desires, intentions, and behaviors were associated with certification in business and management domains. The explanatory power of the revised TSR in which desire was a full mediator was superior to that of the competing models. Implications and future directions are discussed.  相似文献   

Empowering educators with Google's Android App Inventor: An online workshop in mobile app design     

Yu‐Chang Hsu  Kerry Rice  Lisa Dawley 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(1):E1-E5

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Mobile computer‐supported collaborative learning: A review of experimental research     

Yu‐Chang Hsu  Yu‐Hui Ching 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(5):E111-E114

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Integrating a mobile augmented reality activity to contextualize student learning of a socioscientific issue     

Hsin‐Yi Chang  Hsin‐Kai Wu  Ying‐Shao Hsu 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(3):E95-E99

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An Example Implementation of Schank’s Goal-Based Scenarios     

Chung-Yuan Hsu  David Richard Moore 《TechTrends》2010,54(1):58-61

The Goal-based Scenario method is a design model for applying simulations to instruction. This portfolio item describes an implementation of Goal-based Scenarios for the teaching of statistics. The application demonstrates how simulations can be contextualized and how they can allow learners to engage in legitimate inquiry in the pursuit of their instructional goals.  相似文献