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Yang Xiantong Zhang Mengmeng Kong Lingqiang Wang Qiang Hong Jon-Chao 《Journal of Science Education and Technology》2021,30(3):380-393
Game-based learning supported by mobile intelligence technology has promoted the renewal of teaching and learning models. Herein, a model of Question-Observation-Doing-Explanation (QODE) based on smart phones was constructed and applied to science learning during school disruption in COVID-19 pandemic. In this study, from the theoretical perspective of cognitive-affective theory of learning with media, Bandura’s motivation theory and community of inquiry model, self-report measure was used to verify the effect of students’ scientific self-efficacy and cognitive anxiety on science engagement. A total of 357 valid questionnaires were used for structural equation model research. The results indicated that two types of scientific self-efficacy, as indicated by scientific learning ability and scientific learning behavior, were negatively associated with cognitive anxiety. In addition, cognitive anxiety was also negatively correlated to four types of science engagement, as indicated by cognitive engagement, emotional engagement, behavioral engagement, and social engagement through smartphone interactions. These findings provide further evidence for game-based learning promoted by smart phones, contributing to a deeper understanding of the associations between scientific self-efficacy, cognitive anxiety, and science engagement. This study points out that the QODE model is suitable for implementing smart mobile devices to students’ science learning.
相似文献2.
Jon-Chao Hong Jeou-Shyan Horng Chan-Li Lin Lih-Juan ChanLin 《International Journal of Educational Development》2008
The purpose of this study is to explore whether pre-service teacher education in Taiwan equips in-service teachers with the necessary knowledge and competency to meet the demands of the professional career. A questionnaire was developed to investigate such competency disparity. The questionnaire containing 44 items within six categories was distributed to 305 samples in Taiwan. With a return rate of 92.5%, 282 valid samples were returned and analyzed. 相似文献
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Jon-Chao Hong Nien-Chen Wu Ying-Luan Huang Pei-Hsin Lin Yi-Ling Chen 《Interactive Learning Environments》2016,24(3):572-589
A new approach to moral education using blended learning has been developed. This approach involves 10 scenarios that are designed as a web-based game and serves as a basis for group moral-consequence-based reasoning, which is developed based on a hypothetical-deductive model. The aim of the study was to examine the changes in students' blended learning interest and reasoning ability in a time series experimental design. After playing the game with the 10 initial scenarios during the first week of the study, participants were subjected to five blended learning sessions that required them to discuss the consequences of one of the 10 scenarios using hypothetical-deductive reasoning. After six weeks, the data from the 110 participants were analyzed using time series statistics. The results indicated that players were highly interested in the game, although their interest had a tendency to decrease slightly over time. Repetitive game play (i.e. practice) was positively associated with the players' moral reasoning performance. The study results may lend support to the design of a game with additional or more highly complex content for players to further develop students' consequential reasoning ability. 相似文献
4.
Jon-Chao Hong Chun-Hsing Chang Kai-Hsin Tai 《International Journal of Science Education》2013,35(12):1667-1681
ABSTRACTInterest in educational research can be categorised into situational interest (SI) and individual interest (II); the sequential phases of interest development for learning have long been recognised as triggered SI, maintained SI, emerging II, and well-developed II. This study proposes an interest development model which involves SI and II mentally developed during students’ preparation for and participation in annual ‘PowerTech’ STEAM contests in Taiwan. In July 2015, data were first collected to examine students’ triggered SI, and 4 months later in the world contest to examine the local contest winning students’ maintained SI. Also, during the contest, data were collected on-site to examine the students’ emerging II. Finally, the same measurement tool was administered again for the world contest winning students 2 months later in February 2016. The results of this study showed that triggered SI is positively related to maintained SI. Maintained SI is positively related to emerging II, but it is not significantly related to well-developed II. Emerging II is positively related to well-developed II. The implication of this finding is that a well-designed competition may raise students’ SI so that emerging II and well-developed II could mature due to the effect of maintained SI. 相似文献
5.
Jon-Chao Hong Ming-Yueh Hwang Hwey-Wen Liang Hsin-Wu Chang 《Educational gerontology》2013,39(11):1018-1033
In Taiwan there is a declining birth rate and a dramatic increase in the elderly population. There is also the trend of using school space that would otherwise be left unused. The experimental project “Toy Clinic Shop in Elementary School” offers an innovative management model for elementary schools to address these developments. The following are included in the project goals: lifelong learning, service learning, and intergenerational interaction. The Toy Clinic Shop is not only a place offering the opportunity for intergenerational contact, but also for sharing and learning from each other. When the elderly contribute to the shop, they enjoy being with children, and they can experience the so called Ta Tung world of utopia where they enjoy being with young people. Furthermore, schools can benefit from the project because it promotes a school's many functions, collects more resources, creates social value among retired people, and develops the human resource of the elderly. 相似文献
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Jon-Chao Hong Ming-Yueh Hwang Chow-Chin Lu Chi-Ruei Tsai 《Research in Science Education》2017,47(1):185-201
Microteaching has gained considerable attention for its effectiveness in rapid and contextual training in professional development programs. However, the interpretive quality of the teaching demonstration and peer feedback may influence individuals’ attribution and self-correction, leading to ineffective learning. In this study, a microteaching workshop in a professional development program for 78 elementary school science teachers was investigated. The results showed that the effectiveness of microteaching was negatively affected by participants’ perception bias due to social categorization. Moreover, it was indicated that the participants’ perception of the in-group and out-group, classified by the degree of the individuals’ science knowledge, fostered social categorization. Participants tended to experience perception conflicts caused by their inability to see personal faults, and a typical perception bias of “seeing one’s own strengths and seeing others’ shortcomings” was more frequently recognized in the out-group. These results converge to highlight the importance of social categorization in perception bias relevant to microteaching. 相似文献
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Jon-Chao Hong Ming-Yueh Hwang Kai-Hsin Tai Chi-Ruei Tsai 《Research in Science Education》2017,47(6):1193-1212
Based on the cognitive-affective theory, the present study designed a science inquiry learning model, predict-observe-explain (POE), and implemented it in an app called “WhyWhy” to examine the effectiveness of students’ science inquiry learning practice. To understand how POE can affect the cognitive-affective learning process, as well as the learning progress, a pretest and a posttest were given to 152 grade 5 elementary school students. The students practiced WhyWhy during six sessions over 6 weeks, and data related to interest in learning science (ILS), cognitive anxiety (CA), and extraneous cognitive load (ECL) were collected and analyzed through confirmatory factor analysis with structure equation modeling. The results showed that students with high ILS have low CA and ECL. In addition, the results also indicated that students with a high level of self-confidence enhancement showed significant improvement in the posttest. The implications of this study suggest that by using technology-enhanced science learning, the POE model is a practical approach to motivate students to learn. 相似文献
9.
Jon-Chao Hong Ming-Yueh Hwang Chin-Hsieh Lu Ching-Ling Cheng Yu-Chen Lee Chan-Li Lin 《Interactive Learning Environments》2013,21(1):15-35
Playfulness steering is an emerging approach in educational game design and play. The integration of arithmetical computation, game strategy, and teamwork into one game allows players to interactively “steer” the playfulness and enhance learning. In this paper an evolutionary contest game was designed and implemented to examine the influencial factors. Using action research, focus groups and hermeneutic methods, this study suggest that the playfulness design of an evolutionary game is influenced by the degree of uncertainty and flexibility in decision-making, the level of challenge, equal conditions for fair play, opportunities to compete/cooperate, and the level of interactivity. 相似文献
10.
Jon-Chao Hong Ming-Yueh Hwang Yu-Ju Chen Mei-Yung Chen Li-Chun Liu 《Thinking Skills and Creativity》2012,7(3):187-197
Eight trigrams (BaGua) is a philosophy that has played an essential role in Chinese life. The purpose of the present study is to extend the theory to organizational problem-solving, so that individuals can engage in creative problem solving and justification to discover the most effective approaches. Questionnaires were returned by 259 research and development managers, and were analyzed using the SEM statistical method. The results indicate that the interaction among each trigram in the model of BaGua was significantly correlated. Most of the hypotheses were supported. The more an individual interacted with others, with data and with devices, the higher the problem sensitivity and evaluation performance. Despite the finding that the Tui trigram was not significantly related to the Ken trigram, all other trigram elements significantly affected each other. This finding is discussed in terms of the confirmatory situation and the conceptualization of epistemology in problem-solving. 相似文献