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Designing mobile augmented reality and online discussion activities to scaffold students' socioscientific reasoning
No full textAn Investigation of the Effects of Representational Scaffolds on Scientific Modeling (II)
No full text[[abstract]]Modeling of complex systems and phenomena is of value in science learning and
increasingly emphasized as an important component of science teaching and learning.
However, modeling is a complex process and high school students need substantial support to
create meaningful scientific models. The purposes of this project are to explore students’
needs for scaffolding when they construct a scientific model that describes phenomena in
atmospheric sciences and to design representational scaffolds for modeling. During the first
year of the project, an expert-novice study was conducted to explore the needs of high school
students by comparing differences in modeling practices among atmospheric scientists,
non-atmospheric scientists, and high school students. We found that comparing to the high
school students, atmospheric scientists’ modeling practices involved identifying and defining
all major variables that influence air pollutant dispersion, analyzing relationships among
these variables, using theories to justify their plan, and designing feasible and theory-driven
investigations. Instead of focusing on phenomena and individual relationships, they used
model-based reasoning to generate conclusions. Additionally, they realized the limitations
of their findings and generalized their conclusion to new situations cautiously. Based on
these findings, we are designing a modeling tool to support high school students’ modeling
process.
Trends in Mathematics and Science Study 2007
No full text[[abstract]]The Trends in International Mathematics
and Science Study (TIMSS) provides reliable
and timely data on the mathematics and science
achievement of all the participant countries.
Carried out every four years at the fourth and
eighth grades, TIMSS data has been collected in
1995, 1999, and 2003. TIMSS 2007 is the fourth
in a cycle of internationally comparative
assessments purposed to investigate the factors
which effect on teaching and learning in
mathematics and science for students around the
world. The results could provide the participants
with information to examine the science and
mathematics curriculum and education policies
by comparing with other countries.
The 4th and 8th graders were two populations
investigated in the study of TIMSS 2007. There
are 59 countries participated and completed the
investigation in this cycle. In Taiwan, the filed
test was carried out on April 19, 2006; while as
the main survey was processed from May 21 to
June 8, 2007. In the main survey, 4131 4th
graders from 150 elementary schools and 4046
8th graders from 150 junior high schools were
sampled to participate and completed the test in
the main survey. Each participant needs to finish
the Background Questionnaire and the
Achievement Test Booklet. The administrators
of sampled schools and both science and math
teachers of the sampled classes were surveyed to
complete the school questionnaire and teacher
questionnaire respectively.
Our grade 8 science performance was ranked
2nd among 50 countries, but the data were not
significantly different from the 1st place country,
Singapore. The performances of science content
areas were followed: biology was ranked in 3rd
place, chemistry was ranked in 1st place, physics
was ranked in 4th place, and earth science was
ranked in 1st place. In cognitive domains,
knowing was ranked in 2nd place, applying was
ranked in 1st place, and reasoning was ranked in
5th place.
Our grade 8 mathematics performance was
ranked 1st among 50 countries, but the data were
no significant different from the 2nd place
country and 3rd place country, Korea and
Singapore. The performances of mathematics
content areas were followed: number was ranked
in 3rd place, algebra was ranked in 1st place,
geometry was ranked in 1st place, and data and
chance was ranked in 4th place. The
performance in knowing domain was ranked in
3rd place, applying domain was ranked in 2nd
place, and reasoning domain was ranked in 1st
place.
Our grade 4 science performance was ranked
2nd internationally, and the data were
significantly different from the 1st place country,
Singapore. The performances of science content
areas were followed: life science was ranked in
4th place, physical science was ranked in 3rd
place, and earth science was ranked in 3st place.
In cognitive domains, the performance in
knowing was ranked in 2nd place, applying was
ranked in 8th place, and reasoning was ranked in
1st place.
Our grade 4 mathematics performance was
ranked 3rd internationally, but the data were
significantly different from the 1st place country
and 2nd place country, Hong Kong and
Singapore. The performances of mathematics
content areas were followed: number was ranked
in 3rd place, geometric shape and measures was
ranked in 4th place, and data display was ranked
in 4th place. The performance in knowing,
applying and reasoning cognitive domains were
all ranked in 3rd place.
To compare with the TIMSS 2003 data, our
grade 8 students had significant improvement in
mathematics, but less well in science. Both our
grade 4 mathematics and science had significant
improvement.
In conclusion, overall performance in our
grade 4 and grade 8 science were ranked in 2nd
place internationally, and mathematics was
ranked in 3rd place for grade 4 and in 1st place
for grade 8. In trend analysis, except for grade 8
science, our grade 4 and grade 8 mathematics
and grade 4 science were significant better than
TIMSS 2003. The performance of our grade 4
and grade 8 in Index of Students’ Positive Affect
and Index of Students’ Self-Confidence were
below the international average in both subjects.
In aspect of gender difference, there was no
significant different in mathematics and science
in both grade.
An Investigation of the Effects of Representational Scaffolds on Scientific Modeling
No full text[[abstract]]Modeling of complex systems and phenomena is of value in science learning and
increasingly emphasized as an important component of science teaching and learning.
However, modeling is a complex process and high school students need substantial support to
create meaningful scientific models. The purposes of this project are to explore students’
needs for scaffolding when they construct a scientific model that describes phenomena in
atmospheric sciences and to design representational scaffolds for modeling. During the first
year of the project, an expert-novice study was conducted to explore the needs of high school
students by comparing differences in modeling practices among atmospheric scientists,
non-atmospheric scientists, and high school students. We found that comparing to the high
school students, atmospheric scientists’ modeling practices involved identifying and defining
all major variables that influence air pollutant dispersion, analyzing relationships among
these variables, using theories to justify their plan, and designing feasible and theory-driven
investigations. Instead of focusing on phenomena and individual relationships, they used
model-based reasoning to generate conclusions. Additionally, they realized the limitations
of their findings and generalized their conclusion to new situations cautiously. Based on
these findings, we are designing a modeling tool to support high school students’ modeling
process.
Investigating Students' Inquiry Practices and Learning Strategies in Technology-Enhanced Learning Environments
No full text[[abstract]]This longitudinal study aims to examine the effect of technology-infused learning modules
on the development of learners' inquiry abilities over time in comparison with the baseline group
during a two year period. We developed three learning modules based on the 5E learning cycle in
the topics of seasons, environmental issues, and air pollution. Each module took 10-12 periods of
class time and was administrated in a different semester. Twenty four seventh graders were in the
inquiry group who engaged in three technology-infused learning modules; twenty seven students
in the same grade were taught by conventional instruction methods and formed the baseline group
over a period of two years. In order to trace learners' inquiry abilities, we developed a test to assess
learners’ questioning, planning, analyzing, and modeling abilities. The results showed that the
inquiry group performed significantly better than the baseline group in designing feasible
experimental procedures, identifying the patterns of data, using scientific principles or concepts to
interpret data, describing causal relationships between variables, and conducting a model by
synthesizing several relations. The design features for the significantly improved inquiry abilities
were identified as synergy of multiple representations, gradual increase of complexity, blending
with different supports, and elaborating predictions through POE (predict-observe-explain) cycles.
