Search results for author:"Hsin-Yi Chang"
Total records matched: 16 Search took: 0.061 secs
Instructional Science: An International Journal of the Learning Sciences Vol. 41, No. 5 (September 2013) pp. 895–920
The purpose of this study is to investigate how three teachers guided their students to learn science using interactive dynamic visualizations incorporated in an inquiry digital unit. The results show that the teachers' guidance varied in...
Multilevel-multifaceted approach to assessing the impact of technology-mediated modeling practice on student understanding of the particulate nature of matter
Multilevel-multifaceted approach to assessing the impact of technology@-mediated@modeling practice on student understanding of the particulate@nature@of@matter (2007) pp. 1–200
Computer animations or dynamic models may support students' visualization of dynamic processes or abstract relationships. However, research has shown mixed results for the effect of instructional animation on student learning. More studies are...
Science Education Vol. 102, No. 5 (2018) pp. 1129–1149
Research has indicated the importance of representational competence for learning science. Issues related to the nature of students' representational competence, such as how they demonstrate representational competence across different domains of...
How to Augment the Learning Impact of Computer Simulations? The Designs and Effects of Interactivity and Scaffolding
Interactive Learning Environments Vol. 25, No. 8 (2017) pp. 1083–1097
Two investigations were conducted in this study. In the first experiment, the effects of two types of interactivity with a computer simulation were compared: experimentation versus observation interactivity. Experimentation interactivity allows...
Journal of Research in Science Teaching Vol. 50, No. 7 (September 2013) pp. 858–886
Powerful online visualizations can make unobservable scientific phenomena visible and improve student understanding. Instead, they often confuse or mislead students. To clarify the impact of molecular visualizations for middle school students we...
Journal of Science Education and Technology Vol. 23, No. 3 (June 2014) pp. 355–369
In this study, we investigated how students used a drawing tool to visualize their ideas of chemical reaction processes. We interviewed 30 students using thinking-aloud and retrospective methods and provided them with a drawing tool. We identified...
A Comparison Study of Augmented Reality versus Interactive Simulation Technology to Support Student Learning of a Socio-Scientific Issue
Interactive Learning Environments Vol. 24, No. 6 (2016) pp. 1148–1161
We investigated the impact of an augmented reality (AR) versus interactive simulation (IS) activity incorporated in a computer learning environment to facilitate students' learning of a socio-scientific issue (SSI) on nuclear power plants and...
Asia-Pacific Education Researcher Vol. 23, No. 3 (2014) pp. 605–619
Efforts to make effective use of technology offer a promising direction for science education research. In this study, we investigated how a teacher and students used an inquiry-based, visualization-focused chemistry unit. The chemistry unit was...
The Impact of Designing and Evaluating Molecular Animations on How Well Middle School Students Understand the Particulate Nature of Matter
Science Education Vol. 94, No. 1 (January 2010) pp. 73–94
In this study, we investigated whether the understanding of the particulate nature of matter by students was improved by allowing them to design and evaluate molecular animations of chemical phenomena. We developed Chemation, a learner-centered...
Educational Technology & Society Vol. 11, No. 3 (2008) pp. 259–274
Computer adaptive testing (CAT) is theoretically sound and efficient, and is commonly seen in larger testing programs. It is, however, rarely seen in a smaller-scale scenario, such as in classrooms or business daily routines, because of the...
Computers & Education Vol. 62, No. 1 (March 2013) pp. 41–49
Although augmented reality (AR) has gained much research attention in recent years, the term AR was given different meanings by varying researchers. In this article, we first provide an overview of definitions, taxonomies, and technologies of AR. We ...
Drawing Analysis of High School Students’ Conception of Technology-Assisted Science Learning, and Its Relation to Conception of Science Learning
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 326–332
This study aimed to investigate high school students’ conceptions of technology-assisted science learning by analyzing their drawings, and to explore their relations with their conceptions of science learning. The participants included 335 senior...
Studies in Science Education Vol. 51, No. 1 (2015) pp. 49–85
Dynamic visualisations capture aspects of scientific phenomena that are difficult to communicate in static materials and benefit from well-designed scaffolds to succeed in classrooms. We review research to clarify the impacts of dynamic...
Exploring Newtonian mechanics in a conceptually-integrated digital game: Comparison of learning and affective outcomes for students in Taiwan and the United States
Douglas B. Clark; Brian C. Nelson; Hsin-Yi Chang; Mario Martinez-Garza; Kent Slack; Cynthia M. D’Angelo
Computers & Education Vol. 57, No. 3 (November 2011) pp. 2178–2195
This study investigates the potential of a digital game that overlays popular game-play mechanics with formal physics representations and terminology to support explicit learning and exploration of Newtonian mechanics. The analysis compares test...
Chia-Yu Wang; Hsin-Ka Wu; Silvia Wen-Yu Lee; Fu-Kwun Hwang; Hsin-Yi Chang; Ying-Tien Wu; Guo-Li Chiou; Sufen Chen; Jyh-Chong Liang; Jing-Wen Lin; Hao-Chang Lo; Chin-Chung Tsai
Journal of Educational Technology & Society Vol. 17, No. 2 pp. 307–320
Studies that incorporate technologies into school science laboratories have proliferated in the recent two decades. A total of 42 studies published from 1990 to 2011 that incorporated technologies to support school science laboratories are reviewed...
Sufen Chen; Hao-Chang Lo; Jing-Wen Lin; Jyh-Chong Liang; Hsin-Yi Chang; Fu-Kwun Hwang; Guo-Li Chiou; Ying-Tien Wu; Silvia Wen-Yu Lee; Hsin-Kai Wu; Chia-Yu Wang; Chin-Chung Tsai
Physical Review Special Topics - Physics Education Research Vol. 8, No. 2 (2012) pp. 20113–1
Technology has been widely involved in science research. Researchers are now applying it to science education in an attempt to bring students' science activities closer to authentic science activities. The present study synthesizes the research to...