教師著作
Permanent URI for this collectionhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/37077
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Item The idea storming cube: Evaluating the effects of using game and computer agent to support divergent thinking(International Forum of Educational Technology and Society, 2010-12-01) Huang, C. C.; Yeh, T. K.; Li, T. Y.; Chang, C. Y.The objective of this article is to evaluate the effectiveness of a collaborative and online brainstorming game, Idea Storming Cube (ISC), which provides users with a competitive game-based environment and a peer-like intelligent agent. The program seeks to promote students' divergent thinking to aid in the process of problem solving. The participants consisted of 72 11th grade high school students who were assigned to one of three conditions: 1) information-based (ISC[subscript info]), 2) game-based (ISC[subscript game]) and 3) game-based with peer-like intelligent agent (ISC[subscript game-agent]) conditions. The results revealed that the ISC[subscript game] and the ISC[subscript game-agent] facilitated diversified ideas in problem solving and were considered beneficial for brainstorming. Although the divergent thinking process may not transfer to problem solving results immediately, it is our hope that the empirical result can shed some lights on the development of game-based systems for collaborative learning and problem solving support. (Contains 7 tables and 8 figures.)Item 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.Item A problem-solving based computer-assisted tutorial for the earth sciences(Wiley, 2001-09-01) Chang, C. Y.This study investigated the effects of a Problem-Solving based Computer-Assisted Tutorial (PSCAT) on earth science achievement and attitudes toward earth science of tenth graders (16-year olds) in a senior high school in Taiwan. A total of 137 students who were enrolled in four earth science classes participated in this pre-test/post-test control-group experiment. The experimental groups received the PSCAT; whereas the comparison groups received a Lecture-Internet-Discussion (LID) teaching approach. A multivariate analysis of covariance on the post-test scores of the Earth Science Achievement Test and Attitudes Toward Earth Science Inventory, with students' pre-test scores as the covariates, suggested that PSCAT produced (almost) significantly greater gains on students' earth science achievement than did the LID approach and that no statistically significant increase or decrease in student attitudes toward earth science was found for either group.