教師著作

Permanent URI for this collectionhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/37077

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Assessing tenth-grade students' problem solving ability online in the area of earth sciences
(Elsevier, 2007-07-01) Chang, C. Y.; Barufaldi, J. P.; Lin, M. C.; Chen, Y. C.
This study examined tenth-grade students' (n=263) problem solving ability (PSA) online through assessing students' domain-specific knowledge (DSK) and reasoning skills (RS) in Earth sciences as well as their attitudes toward (AT) Earth sciences related topics in a secondary school of Taiwan. The students' PSA was evaluated based on a previous model (Chang, C. Y. (2004, November 26-27). Trends in assessing student earth science problem solving ability: the importance of domain-specific knowledge and reasoning skills in earth sciences. Paper presented at the Seoul Conference for International Earth Science Olympiad (IESO), Seoul, Korea; Chang, C. Y., & Barufaldi, J. P. (submitted). Does problem solving=prior knowledge+reasoning skills in science? An exploratory study. Journal of Experimental Education; Chang, C. Y., & Weng, Y. H. (2002). An exploratory study on students' problem-solving ability in earth science. International Journal of Science Education, 24(5), 441-452) which empirically established that students' PSA is a composite of DSK, RS and AT subscales. Major findings are as follows: (a) The correlation coefficient among students' DSK, RS and AT was relatively small, indicating that these subscales might have successfully represented different constructs of students' PSA; (b) a significantly positive correlation existed between students' PSA total scores and each subscale. It is, therefore, suggested that students' PSA may be potentially assessed online by measuring their essential components in the area of Earth sciences.
Earth science student attitudes toward a constructivist teaching approach in Taiwan
(The National Association of Geoscience Teachers (NAGT), 1999-01-01) Chang, C. Y.; Hua, H. P.; Barufaldi, J. P.
The notion of constructivism is serving as the underpinning for many of the current reforms in science education and has been one of the most influential themes in science education for the past 20 years. This study was designed to investigate the attitudes of earth-science students toward a constructivist teaching approach. Eighty-six ninth-grade students enrolled in two earth-science classes were chosen to participate in the study. A five point Likert-style questionnaire with ten items was administered to the participants to explore their opinions of this teaching method during a six-week intervention. Results of the affective-domain survey strongly suggest that the students held no particular attitudes toward this learning style; yet, they all expressed their understanding of the advantages of the constructivist teaching method in terms of helping them develop science-process skills, improving their thinking skills, and providing opportunities to apply their own ideas. In addition, we also found that student attitudes toward the teaching-learning approach demonstrated a degree of frustration. They realized the advantages of this instructional method; however, they did not view this type of instruction as being promising because it appeared the approach would not help them perform better on their forthcoming achievement tests.
Evaluating students' problem solving ability on the earthquake related topics through Web-based testing
(2005-06-27) Lin, M. C.; Chang, C. Y.; Barufaldi, J. P.; Chen, Y. C.; Jhan, J. Y.
Tenth-grade students' (n = 75) problem-solving ability was evaluated through a Web-based test in a secondary school of Taiwan. This research was based on a previous empirical model (Chang, 2004), which proposes to assess three essential components, i.e. domain knowledge, reasoning skills, and test attitudes to map students' problem-solving ability. The results indicated that significantly positive correlations existed between students' problem-solving ability and the aforementioned components. Quantitative data analysis also suggested that the correlation coefficients among the above components were not high, signifying that these components might have effectively characterized different mechanism of students' problem-solving ability. Implications as a result of the study for the future design of web-based testing were further discussed.
Exploring the impact of prior knowledge and appropriate feedback on students' perceived cognitive load and learning outcomes: Animation based earthquakes instruction
(Taylor & Francis (Routledge), 2012-01-01) Yeh, T. K.; Tseng K. Y.; Cho, C. W.; Barufaldi, J. P.; Lin, M. H.; Chang, C. Y.
The aim of this study was to develop an animation-based curriculum and to evaluate the effectiveness of animation-based instruction; the report involved the assessment of prior knowledge and the appropriate feedback approach, for the purpose of reducing perceived cognitive load and improving learning. The curriculum was comprised of five subunits designed to teach the ‘Principles of Earthquakes.’ Each subunit consisted of three modules: evaluation of prior knowledge with/without in-time feedback; animation-based instruction; and evaluation of learning outcomes with feedback. The 153 participants consisted of 10th grade high-school students. Seventy-eight students participated in the animation-based instruction, involving assessment of prior knowledge and appropriate feedback mechanism (APA group). A total of 75 students participated in animation-based learning that did not take into account their prior knowledge (ANPA group). The effectiveness of the instruction was then evaluated by using a Science Conception Test (SCT), a self-rating cognitive load questionnaire (CLQ), as well as a structured interview. The results indicated that: (1) Students' perceived cognitive load was reduced effectively through improving their prior knowledge by providing appropriate feedback. (2) When students perceived lower levels of cognitive load, they showed better learning outcome. The result of this study revealed that students of the APA group showed better performance than those of the ANPA group in an open-ended question. Furthermore, students' perceived cognitive load was negatively associated with their learning outcomes.
Initiating change in students' achievement and alternative frameworks through a problem solving based instructional model.
(1997-03-24) Chang, C. Y.; Barufaldi, J. P.
The purpose of this study was to investigate the effects of a problem solving based instructional model on earth science students' achievement and alternative frameworks. Students' opinions toward the instructional method were also investigated. The investigations employed a pretest/posttest control group design to detect any significant change. The 172 participants enrolled in four earth science classes received six weeks of the problem-solving based instruction. Selected items from the Taiwan Entrance Examinations for Senior High School were used to measure achievement in Earth Science content. An instrument with open-ended questions was used to examine conceptual change while a 10-item Likert-type questionnaire was used to explore student opinions toward the instruction. Results of an analysis of covariance on achievement posttest scores revealed that the problem solving based instructional model did significantly improve the achievement of students, especially at the application level. A chi-square analysis on students' alternative frameworks measure indicated that students taught using the problem solving based instructional model experienced significant conceptual changes. Contains 33 references. (Author/JRH)
Inquiry teaching and its effects on secondary-school students' learning of earth science concepts
(The National Association of Geoscience Teachers (NAGT), 1998-01-01) Mao, S. L.; Chang, C. Y.; Barufaldi, J. P.
Online assessing tenth-grade students' problem solving ability in the area of Earth Sciences
(2005-06-27) Chang, C. Y.; Barufaldi, J. P.; Lin, M. C.; Chen, Y. C.; Jhan, J. Y.
This study examined tenth-grade students' (n = 263) problem solving ability (PSA) online by tapping students' domain-specific knowledge (DSK), reasoning skills (RS), and attitudes toward (AT) the subject with respect to debris-flow-hazard related topics in a secondary school of Taiwan. The students' PSA was evaluated based on a previous model (Chang, 2004) which empirically established that students' PSA is a composite of DSK, RS and AT subscales. Major findings are as follows: (a) The correlation coefficients among students' DSK, RS and AT were relatively small, indicating that these subscales might have successfully represented different constructs of students' PSA; (b) A significantly positive correlation existed between students' PSA total scores and each subscale. It is, therefore, suggested that students' PSA may be potentially assessed online by measuring their essential components in the area of Earth sciences.
The positive and negative effects of science concept tests on student conceptual understanding
(Taylor & Francis (Routledge), 2010-01-01) Chang, C. Y; Yeh, T. K.; Barufaldi, J. P.
This study explored the phenomenon of testing effect during science concept assessments, including the mechanism behind it and its impact upon a learner's conceptual understanding. The participants consisted of 208 high school students, in either the 11th or 12th grade. Three types of tests (traditional multiple‐choice test, correct concept test, and incorrect concept test) related to the greenhouse effect and global warming were developed to explore the mechanisms underlining the test effect. Interview data analyzed by means of the flow‐map method were used to examine the two‐week post‐test consequences of taking one of these three tests. The results indicated: (1) Traditional tests can affect participants' long‐term memory, both positively and negatively; in addition, when students ponder repeatedly and think harder about highly distracting choices during a test, they may gradually develop new conceptions; (2) Students develop more correct conceptions when more true descriptions are provided on the tests; on the other hand, students develop more misconceptions while completing tests in which more false descriptions of choices are provided. Finally, the results of this study revealed a noteworthy phenomenon that tests, if employed appropriately, may be also an effective instrument for assisting students' conceptual understanding.
Preferred-actual learning environment "spaces" and earth science outcomes in Taiwan
(Wiley, 2006-05-01) Chang, C. Y.; Hsiao, C. H.; Barufaldi, J. P.
This study examines the possibilities of differential impacts on students' earth science learning outcomes between different preferred-actual learning environment spaces by using a newly developed ESCLEI (Earth Science Classroom Learning Environment Instrument). The instrument emphasizes three simultaneously important classroom components: content, method, and assessment with both student-centered and teacher-centered scales embedded. Findings suggest that preferred-actual space (PAS[subscript match]) between posttreatment perceptions and pretreatment preferences accounted for a more substantial and statistically significant amount of learning outcomes in terms of students' attitudes toward the subject matter with greater than large effect size, concerning practical significance in the actual earth science classroom. These findings suggest that earth science instruction in the secondary schools should bridge the gap between students' preferred/perceived learning environment with the aim to enhance their learning outcomes.
A scientometric analysis of the effectiveness of Taiwan's educational research projects
(Springer Netherlands, 2013-06-01) Tseng, Y. H.; Chang, C. Y.; Tutwiler, M. S.; Lin, M. C.; Barufaldi, J. P.
The seeking of evidence for revealing the research performance of Education in Taiwan, in response to the stimulus by the national research projects, is presented and interpreted. More than 70,000 publication records over the years 1990–2011 from Web of Science were downloaded and analyzed. The overview analysis by data aggregation and country ranking shows that Taiwan has significantly improved its publication productivity and citation impact over the last decade. The drill-down analysis based on journal bibliographic coupling, information visualization, and diversity and trend indexes, reveals that e-Learning and Science Education are two fast growing subfields that attract global interests and that Taiwan is among the top-ranked countries in these two fields in terms of research productivity. Implications of the analysis are discussed with an emphasis on the subfield characteristics from which more insightful interpretations can be obtained, such as the regional or cultural characteristics that may affect the performance ranking.
The use of a problem-solving-based instructional model in initiating change in students' achievement and alternative frameworks
(Taylor & Francis (Routledge), 1999-01-01) Chang, C. Y.; Barufaldi, J. P.
This study examined the effects of a problem-solving-based instructional model on Earth science students' achievement and alternative frameworks. The investigations employed a pre-test/post-test control group design to detect any significant change. The 172 participants enrolled in four Earth science classes received six weeks of the problem-solving-based instruction. Selected items from Taiwan Entrance Examinations for Senior High School were used to measure students' achievement in Earth science content. An open-ended question instrument was developed by the researchers to examine students' conceptual change. Results of an analysis of covariance on achievement post-test scores revealed that the problem-solving-based instructional model did significantly improve the achievement of students (p < 0.05), especially at the application level p < 0.05. A chi-square analysis on students' alternative frameworks measure indicated that students who were taught using the problem-solving-based instructional model did experience significant conceptual changes than did students who experienced the traditional-lecture type teaching method (p < 0.001).