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The impact of matching versus mismatching instruction to student learning environment preferences on student earth science learning outcome
No full text
The application of the 3D virtual reality on field trip: Taking the Example of Hsiaoyukeng
No full text[[abstract]]The 3D Compound Virtual Field Trip (3D-CVFT) system was built by combining the Graphic- based VR and
the Image-based VR. Students can make preparations for the trip on the 3D- CVFT before actual Hsiaoyukeng
field trip, a post-volcanic activity area, and learn the particular knowledge about there. Then, we go to actual
Hsiaoyukeng field trip to feel the sulfureous smell and finish some manual tasks. For theaters, the 3D-CVFT
system is not only preparation but assessment. Students maybe asked to present their finding and the group home
work on the 3D-CVFT system as a platform.
Agent-based dynamic support for learning from collaborative brainstorming in scientific inquiry
No full text[[abstract]]This paper seeks to contribute new insight to the process of learning during idea generation (i.e., brainstorming) by proposing and evaluating two alternative operationalizations for learning, which we refer to as connection-based learning and multi-perspective learning, during a carefully designed idea-generation task in the earth-sciences domain. Specifically, this paper presents two controlled experiments. In the first study we manipulate two independent factors, first whether students work individually or in pairs, and second whether students work with the VIBRANT agent or not. The second study includes one additional hybrid agent condition motivated by results from the first study as well as other enhancements to the VIBRANT agent’s discussion-analysis technology. Our finding is that while brainstorming in pairs leads to short-term process losses in terms of idea-generation productivity, with a corresponding reduction in connection-based learning, it produces a gain in multi-perspective learning. Furthermore, automatically generated feedback from VIBRANT improves connection-based learning. In the second study, support from an enhanced version of VIBRANT showed evidence of mitigating the process losses that were associated with reduced learning in the pairs condition of the first study.
The impact of a science museum invoked learning environment (SMiLE) on students
No full text[[abstract]]This study aims to develop an ESSMIM (Earth System-Science Museum Instructional Module) and evaluate its impacts on 11th grade high-school students’ expected and actual perceptions of a Science Museum invoked Learning Environment (SMiLE). The ESSMIM was designed following the principles of the “Earth System Education (ESE) learning cycle mode” (Chang, 2005): Engage, Explore, Analysis/Explain, as well as Apply and Evaluate. In terms of research design, a one group pretest posttest research design was adopted. The research subjects were a group of 11th grade students from a national senior high-school in Taiwan. Students’ expected and actual perceptions of SMiLE were investigated through the “SMiLE Inventory”. The results of this study showed that: (1) students’ scores, of expected SMiLE Inventory, both before and after the experimental teaching were higher than their actual SMiLE scores, (2) compared with previous actual experiences, ESSMIM created a SMiLE which was closer to students’ expectation, and (3) after experiencing the ESSMIM, the difference between students’ expectations and their actual experience of SMiLE was reduced.
