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Gender Difference of Social Behavior in the Cooperative-Competitive Game
No full text[[abstract]]Individual behavior will be different at uncertain conditions, this study is to identify the social behavior change
of children while they play a cooperative and competitive game. An evolutionary game named Strike up was
developed for the study which involves the players to practice advance arithmetic through five card number
calculations and strategies. A case study method is employed, during the game, participants’ dialogues were
video-taped and its content was later analyzed and interpreted by triangulation. The results of this study suggest
that (1) at the beginning, individualistic behavior displayed frequently in the boys’ team and dominating
behavior was displayed at the final stage in the boys’ team. (2) female players tended to express more egalitarian
behavior than altruistic, dominating, or individualistic behavior at the beginning. In addition, female players
were more willing to altruistically help other comparing to the male players at the final stage.
混合研究在數位學習的應用
No full text[[abstract]]科技的發展改變了人類的生活型態，也改變了人類的學習方式。面對數位原生的新世代，如何利用科技來輔助學習，在教育領域中扮演著關鍵性的角色。鑑於國內鮮有相關的中文書籍可供參考，高教出版社特別商請臺灣師範大學宋曜廷教授與張國恩教授擔任「數位學習系列」叢書的總編輯，規劃一系列的數位學習專書，邀集國內數位學習領域的專家，針對特定主題精心編著華文界最具學術性與可讀性的數位學習論著，盼能提供研究者、學生以及對數位學習有興趣的人士，在進行相關研究時一個參考的依據。
本系列的第一本書為「數位學習研究方法」，內容含括量化方法、質性方法及混合取向等三大部分，以具體的實例說明如何利用不同的研究方法來進行數位學習的相關研究，以及這些研究方法的實用時機與應用的範圍，最後再以「資訊時代的學術倫理」作結。本書的作者皆是國內數位學習領域的一時之秀，長期投入於數位學習研究中，以他們豐富的研究經驗，必能指引讀者以最短的時間掌握數位學習研究方法的精髓。
The effect of concept mapping to enhance text comprehension and summarization
No full text[[abstract]]Tested the learning effects of a concept-mapping strategy by studying three such approaches (map correction, scaffold fading, and map generation) to determine their effects on students' text comprehension and summarization abilities. Results with 126 fifth graders show that the map correction method enhanced text comprehension and summarization, and the scaffold-fading method facilitated summarization
Web-based tools for designing and developing teaching materials for integration of information technology into instruction
No full text[[abstract]]Educational software for teachers is an important, yet usually ignored, link for integrating information
technology into classroom instruction. This study builds a web-based teaching material design and
development system. The process in the system is divided into four stages, analysis, design, development,
and practice. Eight junior high school history teachers participated in the evaluation of the system. Through
experts’ reviews and content analyses of their instructional materials and interviews, we found that
instructional materials produced using the system appear to be more coherent and systematic, provide
deeper and broader information for learning, apply more adequate teaching strategies, and lessen the design
and development load on teachers.
Teaching Portfolios as a Tool for Teacher Appraisal: A Critical Evaluation of the Experiences of America's National Board for Professional Teaching Standards
No full text[[abstract]]At present, Taiwan is actively promoting the evaluation of teachers’ expertise in elementary and middle school. One of the difficulties that has been encountered is the lack of valid assessment programs and tools. The goal of this article is to introduce and analyze a method of appraising teachers now used by the National Board of Professional Teaching Standards (NBPTS) in the USA: the use of teaching portfolios as an evaluation tool. We critically analyze the benefits and costs of using teachers’ portfolios for teacher appraisal, and then propose five implications from NBPTS experiences for Taiwan policy makers: 1) setting up the teaching professional standards which are applicable for domain-independent and domain-specific expertise; 2) the teacher appraisal should include instructors’ teaching as well as students’ learning; 3) implementing teaching portfolios as a tool for professional evaluation and professional development; 4) using show-case portfolios and evaluation portfolios sequentially to enhance teachers’ acceptance of the portfolio as a tool of assessment ; 5) utilizing both qualitative and quantitative methods to assess the effectiveness of the program of teaching portfolios evaluation.
Designing an electronic guidebook for learning engagement in a museum of history
No full text[[abstract]]Museums provide important avenues for lifelong learning, and using information and communication technology to maximize a museum’s lifelong learning potential is a recognized issue. This study proposed a human–computer–context interaction (HCCI) framework as a guide for designing a mobile electronic guidebook for a history museum. To fulfill the goals of the HCCI framework, two strategies, problem-based inquiry and historical-context-embedded visiting, were used to implement a HCCI guidebook. To evaluate the effects of the HCCI guidebook, this study conducted an experiment to compare three visiting modes: Visiting with the HCCI guidebook; visiting with a worksheet; and visiting without any supplementary tools. Sixty-two college students participated in the evaluation of the HCCI guidebook in the Tang dynasty tri-color glazed pottery exhibition at the National Museum of History. The results showed that the students with the HCCI guidebooks had, on average, a longer holding time with exhibits than either students with paper-based worksheets or students without supplementary materials. However, there were no significant differences in the knowledge gained about exhibits among the three modes.
網路化教師資訊能力本位課程發展之研究---以「簡報軟體教學應用及製作」為例
No full text[[abstract]]With education revolution, teachers must provide with "computer operation skills" and "computer application abilities on instruction". This research develops a competency-based course which can be taken as training for teachers. The teachers take the course by distance training using Internet. The course is implemented into two parts including units for teaching "computer operation skills" and" applications on instruction" about Microsoft PowerPoint. The research also confers with effectiveness and feasibility of the course. The research results can be concluded as follows: Teachers who use the web-based course have the higher achievement than those who learn by themselves and provide with the ability about PowerPoint more excellent than those who have passed the advanced certificate of" Teacher's Computer Passport" in Taipei country. A reaction to the web-based course shows that the course is greatly identified and satisfied with learners. Teachers' evaluations on the web-based course show: (1) easy to use, provided with flexibility and obvious effect;(2)distinct system, definite target and immediate feedback; (3) thoroughly considered, from the simple to the complex and easily accessible.
The Multifacet of Happiness
No full text[[abstract]]The existing scales of happiness can only indicate the level of happiness rather than identifying the types of happiness, which has impeded the current research on happiness as a psychological phenomenon. To overcome such disadvantage in the existing scales, the present study developed the Scale of Multiple Happiness encompassing three dimensions of happy experiences: the occurrence frequency, the level of happiness, and the duration of feeling happy. The scale was later administered to 565 participants from different age groups. The factor analysis resulted in eleven factors, reflecting different types of happiness. The coefficient of the internal consistency is .92. Moreover, participants with different religious beliefs, meditation experiences, and ages revealed significant differences in the dimensions of the scale, which supports the discriminant validity of the scale.