年度 篇名
2009

Hou, H. T., Sung, Y. T., & Chang, K. E. (2009). Exploring the behavioral patterns of an online knowledge sharing discussion activity among teachers with problem-solving strategy. Teaching and Teacher Education, 25, 101-108. (SSCI)

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The sharing of teaching-related knowledge may help teachers solve a variety of problems that they face, and the appropriate use of online knowledge-sharing activities is expected to assist teachers’ knowledge sharing. This study proposed an online knowledge-sharing discussion activity, integrated with a problem-solving strategy for teachers. Empirical observations are noted. The participants were 495 teachers, and quantitative content analysis, sequential analysis, and qualitative original protocol analysis were used to explore the content and patterns of teachers’ discussion behavior. The study identified influences on and limitations of knowledge-sharing in the activity, from which suggestions were generated to be proposed to teacher educators.

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2009

Sung, Y. T., Chang, K. E., Yu, W. C., & Chang, T. H. (2009). Supporting teachers' reflection and learning through structured digital teaching portfolios. Journal of Computer Assisted Learning.25, 375-385.(SSCI)

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Digital teaching portfolios have been proposed as an effective tool for teacher learning and professional development, but there is a lack of empirical evidence supporting their effectiveness. This study proposed the design of a structured digital portfolio equipped with multiple aids (e.g. self-assessment, peer assessment, discussion and journal writing) for the professional development of teachers. This study also empirically evaluated the reflection and professional development as demonstrated in digital teaching portfolios with multiple supporting measures. Forty-four in-service substitute teachers participated in a course of classroom assessment and used a Web-based portfolio system. Based on the framework of teacher reflective thinking developed by Sparks-Langer et al., we found that most teachers demonstrated moderate levels of reflection in their journals but only one-third of them showed the highest level of reflection. We also found that the professional knowledge of teachers about classroom assessment – as shown by their implementation of it – improved significantly during the construction of portfolios. The above findings also represent good evidence that digital portfolios with multiple aids are beneficial to teacher reflection and professional development.

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2009

Chang, K. E., Lan, Y. L., Chang, C. M., & Sung, Y. T. (2010). Mobile-device-supported strategy for Chinese reading comprehension. Innovations in Education and Teaching International, 47(1), 69-84.(SSCI)

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The work described in this paper explores the feasibility of using of a wireless handheld system (WHS) that supports the individual and co-operative reading activities of students and helps teachers implement reading strategy instruction in Chinese language classes. The experimental findings demonstrate that the WHS benefits students applying reading strategies and improves co-operative learning in relation to small reading groups.

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2009

Hou, H. T., Chang, K. E., & Sung, Y. T. (2010). Applying lag sequential analysis to detect visual behavioral patterns of online learning activities. British Journal of Educational Technology, 41(2), pE25-E27. (SSCI)

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The article discusses how learners manage online learning behaviours such as active participation and interaction as well as the visual behavioural patterns used. These behavioural patterns could offer guidance for teachers to enhance student learning. Through an empirical observation and lag sequential analysis, which can examine whether or not the relationship between each behavior has been achieved, visual behavioural patterns of online learning activities was used. The visual pattern showed that the majority of students concentrated on browsing peers' works and answering questions.

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2009

Lan, Y. J., Sung, Y. T., & Chang, K. E. (2009). Let’s read together: Development and evaluation of a computer assisted reciprocal early English reading system. Computers & Education, 53(4), 1188-1198. (SSCI)

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This study attempts to implement a cooperative reading environment for EFL early reading using a mobile-device-supported computer-assisted reciprocal early English reading (CAREER) system, and to evaluate its effect on the early reading skills and learning behaviors of elementary EFL learners. The design rationale of CAREER is based on the three essential components of effective reading instructions: balanced reading structure, immediate and specific feedback, and reciprocal learning scenario. Analytical results indicate that the CAREER system reduces the problems experienced by students in a conventional cooperative learning environment and effectively helps elementary EFL learners orchestrate their learning while completing individual reading tasks and pursuing group goals. The results also demonstrate that CAREER appears to be able to benefit elementary EFL learners in developing reading skills. In sum, with the support of CAREER, the early reading skills of elementary students are benefited by cooperating with each other.

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2009

Sung, Y. T., Chang, K. E., Hou, H. T., & Chen, P. F. (2010). Designing an electronic guidebook for learning engagement in a museum of history. Computers in Human Behavior, 26(1), 74-83. (SSCI)

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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.

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2009

Sung, Y. T., Chang, K. E., Chang, T. H., & Yu, W. C., (2010). How many heads are better than one? The reliability and validity of teenagers’ self- and peer assessments. Journal of Adolescence, 33(1), 135-145.  (SSCI)

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Self- and peer assessments are becoming more popular in classrooms, but there are few data on the reliability and validity of such assessments performed by school children. Because these factors are greatly affected by the number of raters, we conducted two studies to determine the rating behaviours of teenagers in self- and peer assessments, and how the number of raters influences the reliability and validity of self- and peer assessments. The first study involved 116 seventh graders (the first grade of middle school), where students individually playing musical recorders were subject to self- and peer assessments. The second study involved 110 eighth graders, with Web pages constructed by students being subject to self- and peer assessments. Generalizability theory and criterion-related validity were used to obtain the reliability and validity coefficients of the self- and peer ratings. Analyses of variance were used to compare differences in self- and peer ratings between low- and high-achieving students. The coefficients of reliability and validity increased with the number of raters in both studies, reaching the acceptable levels of 0.80 and 0.70, respectively, with 3 or 4 raters in the first study (involving assessments of individual performance) and with 14–17 raters in the second study (involving assessments of group work). Furthermore, low- and high-achieving students tended to over- and underestimate the quality of their work in self-assessment, respectively. The discrepancy between the ratings of students and experts was higher in group-work assessments then in individual-work assessments. The results have both theoretical and practical implications for researchers and teachers.

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2009

宋曜廷、邱佳民、曾芬蘭、劉欣宜、陳柏熹 (2009)。以國中基測成績檢驗班級大小效應。教育科學研究期刊(原師大學報教育類)。54卷2期, 59-83。(TSSCI)

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班級規模對教學歷程和學習成果的影響向來在教育政策和教學研究文獻中備受矚目,但臺灣目前探討班級大小和學生學習成就之關係的實徵研究十分有限。本文之研究目的有三:一、探究臺灣地區國民中學階段班級規模與學生學習成就的關聯;二、探討如果班級規模效應存在,學校的屬性(公私立)會不會影響此種效應的大小;三、探討如果班級規模效應存在,學校的所屬城鄉的都市化程度會不會影響此種效應的大小?本研究以參加2005年國中基本學力測驗的273,418名應屆畢業國三學生為對象,透過線性階層模式(Hierarchical Linear Modeling, HLM)探討班級大小、學校屬性、學校所在地都市化程度等主要變項對於學生國中基測成績的影響。研究結果發現,臺灣地區的國中,班級規模愈大,成績顯著愈高,且此種現象在公立國中比私立國中明顯,此種現象在低都市化所在地的學校較中都市化和高都市化所在學校更為明顯。這些發現與歐美各國所發現的小班效應有明顯不同,本研究提出「成就排比模型」(achievement-sorting model)來解釋相關發現。

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2009

萬世鼎、曾芬蘭、宋曜廷 (付印中)。國中基測英語科雙峰分配探索。測驗學刊(TSSCI)。

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國中基測英語科的雙峰分配長久以來一直受到各界的關心和研究,本文的重點不在探討社會影響、或教育政策。我們的重點將擺在利用現代測驗統計技術,去探索雙峰分配背後的特性和成因。
我們首先驗證雙峰不是試題特性影響造成的,再驗證左側峰很可能是隨機猜測造成的,最後利用答對題數分配的模擬,得到的結果如同我們推論的假設,雙峰的成因來自於過大的能力變異和英語出題的門檻,造成一大半的人覺得題目很簡單形成負偏態;另一大半的人卻覺得題目很難,形成正偏態,而這些人又表現出猜測行為,最後就形成我們所看到的古典分數的雙峰分配。

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