Fang-Ying Yang - Profile on Academia.edu (original) (raw)
Papers by Fang-Ying Yang
Learning “Dinosaurs” with a multimedia presentation in the classroom environment – An eye-movement analysis
EdMedia: World Conference on Educational Media and Technology, Jun 26, 2012
Exploring the Associations among Spatial Ability, Prior Knowledge and Science Learning Achievement
Journal of Research in Science Teaching, 2017
The main goal of this study was to investigate how readers' visual attention distribution during ... more The main goal of this study was to investigate how readers' visual attention distribution during reading of conflicting science information is related to their scientific reasoning behavior. A total of 25 university students voluntarily participated in the study. They were given conflicting science information about earthquake predictions to read while their eye movements during reading were recorded by the FaceLAB eye tracking system. After reading, the participants were interviewed to probe their reasoning performance. Our study showed that when university students were asked to read and reason about conflicting science information, those who paid more cognitive attention and efforts to the text areas related to backing theory, data, and warrants demonstrated better performances in coordinating theory and evidence, identifying evidence, and providing rebuttals, compared to students who paid less attention and made fewer cognitive efforts to these areas. The association between students' background knowledge and performance of scientific reasoning was weak. Compared to those with irrelevant backgrounds, students with relevant background knowledge tended to read more of the facts when the science information involved a simple experimental study, while their attention was directed more to data and claims when the experimental study was complicated or unfamiliar.
How University Students Evaluate Online Information about a Socio-scientific Issue and the Relationship with their Epistemic Beliefs
Educational Technology & Society
The purpose of the study was to explore the judgment criteria used by university students for eva... more The purpose of the study was to explore the judgment criteria used by university students for evaluating online information about a socio-scientific issue and the associations, if any, with their epistemic beliefs. The problem context was a socio-scientific issue concerning the impact of electromagnetic waves on human health. The participants were 36 university students, who were asked to read a news report, briefly state their thoughts, and then proceed to the web search activity in order to determine if their thoughts were legitimate. The students' search processes were recorded by web camera. After the search activity, all students were interviewed about the criteria used to determine the credibility of the online information. The students responded to the interview questions as they were watching their own web search processes. Epistemic beliefs were then assessed using questionnaires. A coding scheme was developed to analyze the students' oral responses. It was found th...
An analysis of 12th-grade students' reasoning styles and competencies when presented with an environmental problem in a social and scientific context
This study examined reasoning and problem solving by 182 12th grade students in Taiwan when consi... more This study examined reasoning and problem solving by 182 12th grade students in Taiwan when considering a socio-scientific issue regarding the use of nuclear energy. Students' information preferences, background characteristics, and eleven everyday scientific thinking skills were scrutinized. It was found most participants displayed a willingness to take into account both scientific and social information in reasoning the merits of a proposed construction of a nuclear power plant. Students' reasoning scores obtained from the "information reasoning style" test ranged from -0.5 to 1.917. And, the distribution was approximately normal with mean and median at around 0.5. For the purpose of categorization, students whose scores were within one standard deviation from the mean were characterized as having a "equally disposed" reasoning style. One hundred and twenty-five subjects, about 69%, belonged to this category. Students with scores locating at the two t...
The Interaction Between Junior-High Students' Academic and Social Motivations and the Influences of the Motivational Factors on Science Performance
The Asia-Pacific Education Researcher, 2012
... Role expectations It is well recognized that social norms generate expectancies (Ruland, Came... more ... Role expectations It is well recognized that social norms generate expectancies (Ruland, Cameron, Milne & McGeorge, 2005). Both first-order and second-order expectations as mentioned previously could be influenced, as ...
IEEE Transactions on Education, 2018
From 2008 to 2009, she took a leave of absence from OSU to co-found, launch, and serve as the CEO... more From 2008 to 2009, she took a leave of absence from OSU to co-found, launch, and serve as the CEO of a solar electronics startup company. Her scholarly interests focus on analog and RF integrated circuits for mobile communications and novel approaches to innovative education. She has over 150 publications and has advised over 80 graduate students.
Teacher views about constructivist instruction and personal epistemology: a national study in Taiwan (vol 34, pg 527, 2008)
ABSTRACT This study investigated the views about constructivist instruction and personal epistemo... more ABSTRACT This study investigated the views about constructivist instruction and personal epistemology of the secondary earth science teachers in Taiwan. Participants were assessed through a paper-and-pencil survey and a Learning environment preference questionnaire (LEP) designed to explore personal epistemology. On a five-point Likert scale, teachers, on average, showed a neutral agreement on constructivist instruction. The content analysis suggested that teachers held alternative views about the nature of the constructivist instruction. LEP scores were found to be statistically associated with gender, education, current teaching level and years of teaching; the score distribution indicated that most teachers had not developed a constructivist-compatible epistemology. By one-way ANOVA, it was suggested that views about the constructivist instruction were aligned with personal epistemology.
Personal Epistemology and Science Learning: A Review on Empirical Studies
Second International Handbook of Science Education, 2011
... More recently, Krista Muis, Lisa Bendixen, and Florian Haerle (2006) explored the issue of do... more ... More recently, Krista Muis, Lisa Bendixen, and Florian Haerle (2006) explored the issue of domain specificity. Thus, these issues are not the foci of this chapter. In this chapter, we intend to discuss the role of personal epistemology with particular attention to science learning. ...
Instructional Science, 2009
In order to fulfill social responsibility, one of the goals in science education is to equip stud... more In order to fulfill social responsibility, one of the goals in science education is to equip students with the competence of scientific reasoning. Nevertheless, psychological studies have found that people in general do not have adequate ability to make scientific arguments in everyday situations. Later studies found that the inadequate ability was associated with the development of personal epistemology. However, the conclusion is drawn mostly from research with adults or adolescents. This study attempted to examine the relation between scientific reasoning in informal contexts and the epistemological perspectives demonstrated by elementary school pupils. Participants of the study were 62 sixth graders who were interviewed to criticize two science-related uncertain issues. Content analysis showed that most children had developed the absolutist form of personal epistemology. Chi-square analyses suggested that the more multiplist view toward the certainty of knowledge and the process of knowing, the better coordination of theory and evidence as well as reflective reasoning. In addition, children's beliefs about the certainty of knowledge, source of knowledge and concept of justification were seemingly consistent across different issues. Nevertheless, content analysis showed that the criteria used to make judgments varied with problem contexts.
Encyclopedia of the Sciences of Learning, 2012
Meaning construction; Sense-making Definition "Meaning making" designates the process by which pe... more Meaning construction; Sense-making Definition "Meaning making" designates the process by which people interpret situations, events, objects, or discourses, in the light of their previous knowledge and experience. "Learning as meaning making" is an expression emphasizing the fact that in any situation of learning, people are actively engaged in making sense of the situation-the frame, objects, relationshipsdrawing on their history of similar situations and on available cultural resources. It also emphasizes the fact that learning involves identities and emotions.
Asia Pacific Journal of Tourism Research, 2012
Journal of Baltic Science Education, 2020
Science learning requires visuospatial thinking. Accordingly, spatial ability is regarded as the ... more Science learning requires visuospatial thinking. Accordingly, spatial ability is regarded as the key to learning science well, but its effects are sometimes not as significant as expected. To this end, this research aims to conceptualize spatial abilities and to clarify their relation to science learning based on an analysis of empirical studies. Content analysis of 39 studies showed that (1) intrinsic-dynamic skills are the most frequently measured, (2) the explored science topics mostly involve well-established knowledge, (3) the effects of spatial ability on science achievement are inconsistent, and (4) educational interventions are not always effective in improving students’ spatial abilities or science achievement. It is argued that domain knowledge interferes with the study results and that domain-specific spatial ability exists, referring to apply spatial-type and domain-specific knowledge. Supported by cognitive theories and empirical evidence, a model is constructed to exhi...
International Journal of Science Education, 2019
The purpose of this study was to compare the associations of epistemic beliefs in science, perfor... more The purpose of this study was to compare the associations of epistemic beliefs in science, performance of scientific reasoning in university students from Taiwan and India, and the relations with their science learning experiences. A total of 126 university students including 67 from Taiwan and 59 from India who had science and mathematics backgrounds were involved in the study. Students' epistemic beliefs in science were assessed by the SEV questionnaire, while their reasoning performance and learning experiences were prompted by open-ended questions and survey items. Content analysis was performed to analyze their scientific reasoning, and correlation analysis, t tests and ANOVA were applied to reveal the associations between variables. The results showed that students from both countries differed in epistemic beliefs in the dimensions of certainty, development and justification. While few students from either country performed successfully in identifying genuine evidence and giving full rebuttals, Taiwanese participants seemed to demonstrate slightly better scientific reasoning. It was found that the Indian students were more balanced in receiving structured and engaged learning experiences. Varying associations for the students from the different countries were found between epistemic beliefs and scientific reasoning performance, and between epistemic beliefs and science learning experiences.
International Journal of Science and Mathematics Education, 2014
The primary purpose of this study was to explore not only the effects of epistemic beliefs in sci... more The primary purpose of this study was to explore not only the effects of epistemic beliefs in science on science-text reading but also the gender differences in epistemic beliefs and the reading process. The interactions between gender and epistemic beliefs during reading were also explored. A total of 25 university students, 13 male and 12 female, were paid to participate in the study. The scientific epistemological beliefs (SEBs) questionnaire was used to probe the subjects' epistemic beliefs in science, while the eye-tracking method was employed to record their science-text reading process. It was demonstrated that the participants in the study had developed sophisticated SEBs. Complicated SEBs were associated with higher cognitive attention to the reading of data-related information but less mental effort to fact, scientific explanations, and the microview photos. As for the gender difference, female students displayed less mental effort in comprehending scientific explanations, but attended more to data and the microview graphic. It is argued that female learners are better at processing textual information. Interactions between SEBs and gender were found and discussed.
Australasian Journal of Educational Technology, 2016
Increasing attention has been paid to mobile learning studies. However, there is still a dearth o... more Increasing attention has been paid to mobile learning studies. However, there is still a dearth of studies investigating the moderating effect of proactive personality on mobile learning achievements. Accordingly, the primary purpose of this study is not only to investigate the key elements that could improve the effectiveness and efficiency of mobile learning, but also to examine the moderating role of proactive personality in mobile learning outcomes. The findings indicate that continuance intention will have a positive influence on mobile learning performance, whereas perceived playfulness will have a limited influence on mobile learning outcomes. Moreover, perceived flexibility advantages will positively affect mobile learning continuance intention and perceived playfulness. With respect to the role of perceived usefulness in perceived playfulness, the results indicate that although perceived usefulness has a positive influence on continuance intention, it has a limited impact o...
International Journal of Science Education, 2003
This study examined senior high school students' cognitive orientation toward scientific or socia... more This study examined senior high school students' cognitive orientation toward scientific or social information, designated as information preference, and associated preferential reasoning modes when presented with an environmental issue concerning nuclear energy usage. The association of the information preference variable with some academic and personal background attributes of the participants was also examined. A questionnaire, preference survey test and interview methods were used to gather the data. Students' preference test scores fell within 70.66 to 2 on a scale of 74 (social orientation) to 4 (scientific orientation). Statistical analyses showed that students' performance in science was a good predictor of the information preference exhibited by students. Interview content analysis showed that students' preferences and reasoning modes were mutually consistent. Particularly, subjects of neutral preference, whose preference scores fell between 0 and 1, displayed a reasoning mode that is considerably integrated containing references to both scientific and socially relevant content.
Exploring Secondary Science Teachers' Perceptions on the Goals of Earth Science Education in Taiwan
International Journal of Science Education, 2009
... Journal of Research in Science Teaching , 37: 582601. [CrossRef], [Web of Science ®] View al... more ... Journal of Research in Science Teaching , 37: 582601. [CrossRef], [Web of Science ®] View all references; Laugksch, 200015. Laugksch, RC 2000. Scientific literacy: A conceptual overview. Science Education , 84: 7194. [CrossRef], [Web of Science ®] View all references). ...
Probing the Relationship Between Process of Spatial Problems Solving and Science Learning: An Eye Tracking Approach
International Journal of Science and Mathematics Education, 2014
ABSTRACT There were two purposes in the study. One was to explore the cognitive activities during... more ABSTRACT There were two purposes in the study. One was to explore the cognitive activities during spatial problem solving and the other to probe the relationship between spatial ability and science concept learning. Twenty university students participated in the study. The Purdue Visualization of Rotations Test (PVRT) was used to assess the spatial ability, whose items were divided into different types of problems with respect to the rotation angles and levels of plane invisibility. The eye tracking technology and the interview technique were employed to analyze subjects’ the online cognitive processes and problem solving strategies. Students’ concept gains were examined by content analysis after reading a science report. The result shows that, first, the interview analysis shows that students of different PVRT performances employed different problem solving strategies. Second, rotation angles as well as levels of plane invisibility inserted significant effects on the online processes and performances of the spatial problem solving. Third, the accuracy performance of PVRT was correlated with eye movement patterns. At last, it was found that concept performance was not correlated with PVRT performance but associated with spatial memory and problem solving strategies.
Educational Studies, 2008
and-conditions-of-access.pdf This article may be used for research, teaching and private study pu... more and-conditions-of-access.pdf This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, redistribution , reselling , loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.
Learning “Dinosaurs” with a multimedia presentation in the classroom environment – An eye-movement analysis
EdMedia: World Conference on Educational Media and Technology, Jun 26, 2012
Exploring the Associations among Spatial Ability, Prior Knowledge and Science Learning Achievement
Journal of Research in Science Teaching, 2017
The main goal of this study was to investigate how readers' visual attention distribution during ... more The main goal of this study was to investigate how readers' visual attention distribution during reading of conflicting science information is related to their scientific reasoning behavior. A total of 25 university students voluntarily participated in the study. They were given conflicting science information about earthquake predictions to read while their eye movements during reading were recorded by the FaceLAB eye tracking system. After reading, the participants were interviewed to probe their reasoning performance. Our study showed that when university students were asked to read and reason about conflicting science information, those who paid more cognitive attention and efforts to the text areas related to backing theory, data, and warrants demonstrated better performances in coordinating theory and evidence, identifying evidence, and providing rebuttals, compared to students who paid less attention and made fewer cognitive efforts to these areas. The association between students' background knowledge and performance of scientific reasoning was weak. Compared to those with irrelevant backgrounds, students with relevant background knowledge tended to read more of the facts when the science information involved a simple experimental study, while their attention was directed more to data and claims when the experimental study was complicated or unfamiliar.
How University Students Evaluate Online Information about a Socio-scientific Issue and the Relationship with their Epistemic Beliefs
Educational Technology & Society
The purpose of the study was to explore the judgment criteria used by university students for eva... more The purpose of the study was to explore the judgment criteria used by university students for evaluating online information about a socio-scientific issue and the associations, if any, with their epistemic beliefs. The problem context was a socio-scientific issue concerning the impact of electromagnetic waves on human health. The participants were 36 university students, who were asked to read a news report, briefly state their thoughts, and then proceed to the web search activity in order to determine if their thoughts were legitimate. The students' search processes were recorded by web camera. After the search activity, all students were interviewed about the criteria used to determine the credibility of the online information. The students responded to the interview questions as they were watching their own web search processes. Epistemic beliefs were then assessed using questionnaires. A coding scheme was developed to analyze the students' oral responses. It was found th...
An analysis of 12th-grade students' reasoning styles and competencies when presented with an environmental problem in a social and scientific context
This study examined reasoning and problem solving by 182 12th grade students in Taiwan when consi... more This study examined reasoning and problem solving by 182 12th grade students in Taiwan when considering a socio-scientific issue regarding the use of nuclear energy. Students' information preferences, background characteristics, and eleven everyday scientific thinking skills were scrutinized. It was found most participants displayed a willingness to take into account both scientific and social information in reasoning the merits of a proposed construction of a nuclear power plant. Students' reasoning scores obtained from the "information reasoning style" test ranged from -0.5 to 1.917. And, the distribution was approximately normal with mean and median at around 0.5. For the purpose of categorization, students whose scores were within one standard deviation from the mean were characterized as having a "equally disposed" reasoning style. One hundred and twenty-five subjects, about 69%, belonged to this category. Students with scores locating at the two t...
The Interaction Between Junior-High Students' Academic and Social Motivations and the Influences of the Motivational Factors on Science Performance
The Asia-Pacific Education Researcher, 2012
... Role expectations It is well recognized that social norms generate expectancies (Ruland, Came... more ... Role expectations It is well recognized that social norms generate expectancies (Ruland, Cameron, Milne & McGeorge, 2005). Both first-order and second-order expectations as mentioned previously could be influenced, as ...
IEEE Transactions on Education, 2018
From 2008 to 2009, she took a leave of absence from OSU to co-found, launch, and serve as the CEO... more From 2008 to 2009, she took a leave of absence from OSU to co-found, launch, and serve as the CEO of a solar electronics startup company. Her scholarly interests focus on analog and RF integrated circuits for mobile communications and novel approaches to innovative education. She has over 150 publications and has advised over 80 graduate students.
Teacher views about constructivist instruction and personal epistemology: a national study in Taiwan (vol 34, pg 527, 2008)
ABSTRACT This study investigated the views about constructivist instruction and personal epistemo... more ABSTRACT This study investigated the views about constructivist instruction and personal epistemology of the secondary earth science teachers in Taiwan. Participants were assessed through a paper-and-pencil survey and a Learning environment preference questionnaire (LEP) designed to explore personal epistemology. On a five-point Likert scale, teachers, on average, showed a neutral agreement on constructivist instruction. The content analysis suggested that teachers held alternative views about the nature of the constructivist instruction. LEP scores were found to be statistically associated with gender, education, current teaching level and years of teaching; the score distribution indicated that most teachers had not developed a constructivist-compatible epistemology. By one-way ANOVA, it was suggested that views about the constructivist instruction were aligned with personal epistemology.
Personal Epistemology and Science Learning: A Review on Empirical Studies
Second International Handbook of Science Education, 2011
... More recently, Krista Muis, Lisa Bendixen, and Florian Haerle (2006) explored the issue of do... more ... More recently, Krista Muis, Lisa Bendixen, and Florian Haerle (2006) explored the issue of domain specificity. Thus, these issues are not the foci of this chapter. In this chapter, we intend to discuss the role of personal epistemology with particular attention to science learning. ...
Instructional Science, 2009
In order to fulfill social responsibility, one of the goals in science education is to equip stud... more In order to fulfill social responsibility, one of the goals in science education is to equip students with the competence of scientific reasoning. Nevertheless, psychological studies have found that people in general do not have adequate ability to make scientific arguments in everyday situations. Later studies found that the inadequate ability was associated with the development of personal epistemology. However, the conclusion is drawn mostly from research with adults or adolescents. This study attempted to examine the relation between scientific reasoning in informal contexts and the epistemological perspectives demonstrated by elementary school pupils. Participants of the study were 62 sixth graders who were interviewed to criticize two science-related uncertain issues. Content analysis showed that most children had developed the absolutist form of personal epistemology. Chi-square analyses suggested that the more multiplist view toward the certainty of knowledge and the process of knowing, the better coordination of theory and evidence as well as reflective reasoning. In addition, children's beliefs about the certainty of knowledge, source of knowledge and concept of justification were seemingly consistent across different issues. Nevertheless, content analysis showed that the criteria used to make judgments varied with problem contexts.
Encyclopedia of the Sciences of Learning, 2012
Meaning construction; Sense-making Definition "Meaning making" designates the process by which pe... more Meaning construction; Sense-making Definition "Meaning making" designates the process by which people interpret situations, events, objects, or discourses, in the light of their previous knowledge and experience. "Learning as meaning making" is an expression emphasizing the fact that in any situation of learning, people are actively engaged in making sense of the situation-the frame, objects, relationshipsdrawing on their history of similar situations and on available cultural resources. It also emphasizes the fact that learning involves identities and emotions.
Asia Pacific Journal of Tourism Research, 2012
Journal of Baltic Science Education, 2020
Science learning requires visuospatial thinking. Accordingly, spatial ability is regarded as the ... more Science learning requires visuospatial thinking. Accordingly, spatial ability is regarded as the key to learning science well, but its effects are sometimes not as significant as expected. To this end, this research aims to conceptualize spatial abilities and to clarify their relation to science learning based on an analysis of empirical studies. Content analysis of 39 studies showed that (1) intrinsic-dynamic skills are the most frequently measured, (2) the explored science topics mostly involve well-established knowledge, (3) the effects of spatial ability on science achievement are inconsistent, and (4) educational interventions are not always effective in improving students’ spatial abilities or science achievement. It is argued that domain knowledge interferes with the study results and that domain-specific spatial ability exists, referring to apply spatial-type and domain-specific knowledge. Supported by cognitive theories and empirical evidence, a model is constructed to exhi...
International Journal of Science Education, 2019
The purpose of this study was to compare the associations of epistemic beliefs in science, perfor... more The purpose of this study was to compare the associations of epistemic beliefs in science, performance of scientific reasoning in university students from Taiwan and India, and the relations with their science learning experiences. A total of 126 university students including 67 from Taiwan and 59 from India who had science and mathematics backgrounds were involved in the study. Students' epistemic beliefs in science were assessed by the SEV questionnaire, while their reasoning performance and learning experiences were prompted by open-ended questions and survey items. Content analysis was performed to analyze their scientific reasoning, and correlation analysis, t tests and ANOVA were applied to reveal the associations between variables. The results showed that students from both countries differed in epistemic beliefs in the dimensions of certainty, development and justification. While few students from either country performed successfully in identifying genuine evidence and giving full rebuttals, Taiwanese participants seemed to demonstrate slightly better scientific reasoning. It was found that the Indian students were more balanced in receiving structured and engaged learning experiences. Varying associations for the students from the different countries were found between epistemic beliefs and scientific reasoning performance, and between epistemic beliefs and science learning experiences.
International Journal of Science and Mathematics Education, 2014
The primary purpose of this study was to explore not only the effects of epistemic beliefs in sci... more The primary purpose of this study was to explore not only the effects of epistemic beliefs in science on science-text reading but also the gender differences in epistemic beliefs and the reading process. The interactions between gender and epistemic beliefs during reading were also explored. A total of 25 university students, 13 male and 12 female, were paid to participate in the study. The scientific epistemological beliefs (SEBs) questionnaire was used to probe the subjects' epistemic beliefs in science, while the eye-tracking method was employed to record their science-text reading process. It was demonstrated that the participants in the study had developed sophisticated SEBs. Complicated SEBs were associated with higher cognitive attention to the reading of data-related information but less mental effort to fact, scientific explanations, and the microview photos. As for the gender difference, female students displayed less mental effort in comprehending scientific explanations, but attended more to data and the microview graphic. It is argued that female learners are better at processing textual information. Interactions between SEBs and gender were found and discussed.
Australasian Journal of Educational Technology, 2016
Increasing attention has been paid to mobile learning studies. However, there is still a dearth o... more Increasing attention has been paid to mobile learning studies. However, there is still a dearth of studies investigating the moderating effect of proactive personality on mobile learning achievements. Accordingly, the primary purpose of this study is not only to investigate the key elements that could improve the effectiveness and efficiency of mobile learning, but also to examine the moderating role of proactive personality in mobile learning outcomes. The findings indicate that continuance intention will have a positive influence on mobile learning performance, whereas perceived playfulness will have a limited influence on mobile learning outcomes. Moreover, perceived flexibility advantages will positively affect mobile learning continuance intention and perceived playfulness. With respect to the role of perceived usefulness in perceived playfulness, the results indicate that although perceived usefulness has a positive influence on continuance intention, it has a limited impact o...
International Journal of Science Education, 2003
This study examined senior high school students' cognitive orientation toward scientific or socia... more This study examined senior high school students' cognitive orientation toward scientific or social information, designated as information preference, and associated preferential reasoning modes when presented with an environmental issue concerning nuclear energy usage. The association of the information preference variable with some academic and personal background attributes of the participants was also examined. A questionnaire, preference survey test and interview methods were used to gather the data. Students' preference test scores fell within 70.66 to 2 on a scale of 74 (social orientation) to 4 (scientific orientation). Statistical analyses showed that students' performance in science was a good predictor of the information preference exhibited by students. Interview content analysis showed that students' preferences and reasoning modes were mutually consistent. Particularly, subjects of neutral preference, whose preference scores fell between 0 and 1, displayed a reasoning mode that is considerably integrated containing references to both scientific and socially relevant content.
Exploring Secondary Science Teachers' Perceptions on the Goals of Earth Science Education in Taiwan
International Journal of Science Education, 2009
... Journal of Research in Science Teaching , 37: 582601. [CrossRef], [Web of Science ®] View al... more ... Journal of Research in Science Teaching , 37: 582601. [CrossRef], [Web of Science ®] View all references; Laugksch, 200015. Laugksch, RC 2000. Scientific literacy: A conceptual overview. Science Education , 84: 7194. [CrossRef], [Web of Science ®] View all references). ...
Probing the Relationship Between Process of Spatial Problems Solving and Science Learning: An Eye Tracking Approach
International Journal of Science and Mathematics Education, 2014
ABSTRACT There were two purposes in the study. One was to explore the cognitive activities during... more ABSTRACT There were two purposes in the study. One was to explore the cognitive activities during spatial problem solving and the other to probe the relationship between spatial ability and science concept learning. Twenty university students participated in the study. The Purdue Visualization of Rotations Test (PVRT) was used to assess the spatial ability, whose items were divided into different types of problems with respect to the rotation angles and levels of plane invisibility. The eye tracking technology and the interview technique were employed to analyze subjects’ the online cognitive processes and problem solving strategies. Students’ concept gains were examined by content analysis after reading a science report. The result shows that, first, the interview analysis shows that students of different PVRT performances employed different problem solving strategies. Second, rotation angles as well as levels of plane invisibility inserted significant effects on the online processes and performances of the spatial problem solving. Third, the accuracy performance of PVRT was correlated with eye movement patterns. At last, it was found that concept performance was not correlated with PVRT performance but associated with spatial memory and problem solving strategies.
Educational Studies, 2008
and-conditions-of-access.pdf This article may be used for research, teaching and private study pu... more and-conditions-of-access.pdf This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, redistribution , reselling , loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.