The Democratization of Mass Political Orientations in South Korea: Ascertaining the Cultural Dimension of Democratic Consolidation     

Shin  Doh Chull; Park  Chong-Min; Hwang  Ah-Ran; Lee  Hyeon-Woo; Jang  Jiho 《Int. Journal of Public Opinion Research》2003,15(3):265-284

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Successive reversals of a discriminated preference for signaled tailshock     

Ralph R. Miller  David Daniel  Alvin M. Berk 《Learning & behavior》1974,2(4):271-274

Three rats received unmodifiable tailshock at random intervals in a shuttlebox. In a continuous-choice situation, Ss could choose between an auditory signal immediately preceding or immediately following the tailshock. Over repeated daily 3-h sessions, each S acquired a spatial discrimination indicating a strong preference for the signal preceding tailshock. This preference continued undiminished through two successive reversals of the position associated with signaled shock. This demonstration precludes explanations of the preference-for-signaled-shock phenomenon based upon primary reinforcement value or acquired value of the signal, position preferences, and overt modification of the aversiveness of the reinforcer through such means as postural adjustments. An explanation of recent failures to obtain the preference-for-signaled-shock effect is offered.  相似文献   

A long-term experiment to investigate the relationships between high school students’ perceptions of mobile learning and peer interaction and higher-order thinking tendencies     

Gwo-Jen Hwang  Chiu-Lin Lai  Jyh-Chong Liang  Hui-Chun Chu  Chin-Chung Tsai 《Educational technology research and development : ETR & D》2018,66(1):75-93

In this study, a one-year program was conducted to investigate the relationships between students’ perceptions of mobile learning and their tendencies of peer interaction and higher-order thinking in issue-based mobile learning activities. To achieve the research objective, a survey consisting of eight scales, namely, usability, continuity, adaptive content, collaboration, communication, problem-solving, critical thinking and creativity, was developed. A total of 658 students from 38 high schools in Taiwan filled in the questionnaire after experiencing issue-based mobile learning activities. From the exploratory and confirmatory factor analyses, it was found that the questionnaire had high reliability and validity. The structural equation model further revealed that the provision of adaptive content in the mobile learning had positive impacts on the students’ tendency to interact with peers (i.e., collaboration and communication), which further affected their tendency to engage in higher-order thinking (i.e., problem-solving, critical thinking, and creativity). The findings of this study provide a good reference for researchers and school teachers who intend to promote mobile learning in school settings.  相似文献   

A quasi-experimental research on the educational value of performance assessment     

Sun-Geun Back  Eun-Hui Hwang 《Asia Pacific Education Review》2005,6(2):179-190

The purpose of this study is to demonstrate that performance assessment increases educational value in teachinglearning activities using a quasi-experimental research design. In this research, the three measurement criteria of educational value are suggested as ‘improvement & advancement,’ ‘sincerity & enthusiasm,’ and ‘individuality & wholeness.’ A pre-test was administered to 4 classes (156 students) in 7th grade. Classes were divided into an experimental group (2 classes, 79 students) and a control group (2 classes, 77 students), according to the pre-test results. Only the experimental group was involved in the performance assessment for 9 weeks. The results of this study show that performance assessment has a positive effect on the educational value of teaching-learning activities in schools.  相似文献   

Education and theory returning to life itself     

Keumjoong Hwang 《Educational Philosophy and Theory》2018,50(14):1328-1329

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Internet‐based Science Learning: A review of journal publications     

Silvia Wen‐Yu Lee  Ying‐Tien Wu  Meng‐Jung Tsai  Tzu‐Chien Liu  Fu‐Kwun Hwang 《International Journal of Science Education》2013,35(14):1893-1925

Internet‐based science learning has been advocated by many science educators for more than a decade. This review examines relevant research on this topic. Sixty‐five papers are included in the review. The review consists of the following two major categories: (1) the role of demographics and learners' characteristics in Internet‐based science learning, such as demographic background, prior knowledge, and self‐efficacy; and (2) the learning outcomes derived from Internet‐based science learning, such as attitude, motivation, conceptual understanding, and conceptual change. Some important conclusions are drawn from the review. For example, Internet‐based science learning is equally favorable, or in some cases more so, to learning for female students compared to male students. The learner's control is essential for enhancing students' attitudes and motivation toward learning in Internet‐based science learning environments. Nevertheless, appropriate guidance from teachers, moderators, or the Internet‐based learning environment itself is still quite crucial in Internet‐based science learning. Recommendations for future research related to the effects of Internet‐based science learning on students' metacognitive reflections, epistemological development, and worldviews are suggested.  相似文献   

Correction to: “Narrative Inquiry for Science Education: Teachers’ repertoire-making in the case of environmental curriculum”     

Seyoung Hwang 《International Journal of Science Education》2013,35(7)

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Science and trans-science   总被引：3，自引：0，他引：3  

Alvin M. Weinberg 《Minerva》1972,10(2):209-222

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Criteria for Scientific Choice (Minerva, I (2), (1962), 158–171)     

Weinberg AM  Siman J 《Minerva》2000,38(3):253-266

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Examining the Causal Relationships Among Selected Antecedents of Responsible Environmental Behavior     

Yeong-Hyeon Hwang  Seong-Il Kim  Jiann-Min Jeng 《The Journal of environmental education》2013,44(4):19-25

Abstract

Attitude models have been widely applied to natural resource management to ensure responsible environmental behavior. For a variety of applications, the causality among selected antecedents, such as knowledge of environmental issues, locus of control, attitude, personal responsibility, and intention to act on responsible environmental behavior has not yet been tested empirically. A hypothesized causal model based on Hine's (1986) model on responsible environmental behavior was developed. The data from 523 visitors to the urban forest trail in the Kwang-Reung Arboretum, Korea, during September 1995 were used for testing the suggested causal model. Path analysis using the LISREL program tested the model fit and statistical effects of variables. In terms of the effects on intention to act, locus of control and attitude are more important than knowledge and personal responsibility. Our findings suggest that in order to enhance responsible environmental behavior, environmental education and interpretation systems need to focus on changing the internal locus of control. Several recommendations, limitations, and directions for future research are discussed.  相似文献