Browsing by Author "Liang, Jyh-Chong"

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To examine the associations between medical students’ conceptions of learning, strategies to learning, and learning outcome in a medical humanities course
(2019-11-08) Chiu, Yu-Chun; Liang, Jyh-Chong; Hsu, Hong-Yuan; Chu, Tzong-Shinn; Lin, Kuan-Han; Chen, Yen-Yuan; Tsai, Chin-Chung
Abstract Background By learning medical humanities, medical students are expected to shift from handling the diseases only to seeing a whole sick person. Therefore, understanding medical students’ learning process and outcomes of medical humanities becomes an essential issue of medical education. Few studies have been conducted to explore factors surrounding medical students’ learning process and outcomes of medical humanities. The objectives were: (1) to investigate the relationships between medical students’ conceptions of learning and strategies to learning; and (2) to examine the relationships between students’ strategies to learning and learning outcomes for medical humanities. Methods We used the modified Approaches to Learning Medicine (mALM) questionnaire and Conceptions of Learning Medicine (COLM) questionnaire to measure the medical students’ strategies to learning and conceptions of learning respectively. The learning outcome of medical humanities was measured using students’ weighted grade in a medical humanities course. The confirmatory factor analysis (CFA) was used to validate the COLM and mALM questionnaires, in which construct validity and reliability were assessed. Pearson’s correlation was used to examine the relationships among the factors of COLM, mALM, and the weighted grade. Path analysis using structural equation modeling technique (SEM) was employed to estimate the structural relationships among the COLM, mALM, and the weighted grade. Results Two hundred and seventy-five first-year medical students consented to participate in this study. The participants adopting surface strategies to learning were more likely to have unsatisfactory learning outcome (β = − 0.14, p = .04). The basic-level conception of “Preparing for Testing” was negatively (β = − 0.19, p < .01) associated with deep strategies of learning, and positively (β = 0.48, p < .01) associated with surface strategies of learning (β = 0.50, p < .01). The basic-level conception of “Skills Acquisition” was positively associated with deep strategies of learning (β = 0.23, p < .01). Conclusion Medical educators should wisely employ teaching strategies to increase students’ engagement with deep and self-directed learning strategies, and to avoid using surface learning strategies in the medical humanities course in order to achieve better learning outcomes.
中等體育師資生科技教學內容知識 (TPACK)、設計思維及教師專業發展之研究
(2020) 李宏盈; Lee, Hung-Ying
因應資訊時代的教育浪潮，體育教師在教學時，可藉由 TPACK 整合資訊科技輔助體育教學的知識觀，以面對多元的學習者。由於師資培育階段為師資生建構專業發展之奠基期，且體育師資生亟需具備素養導向及跨領域教學的知能，因而師資生 TPACK 的整合情形將影響教學品質。依此研究透過TPACK、設計思維及教師專業發展問卷工具，探討494位中等體育師資生 TPACK、設計思維及教師專業發展之情形。結果發現：一、TPACK、設計思維及教師專業發展量表能適用於中等體育師資生。二、中等體育師資生在 TPACK、設計思維及教師專業發展的知覺上皆為中等以上。三、TPACK、設計思維與教師專業發展三者呈現高度正相關，且師資生的 TPACK 能透過設計思維預測其教師專業發展，(一) PCK 及 TCK 能透過設計思維預測良好的教師專業發展，且設計思維於其中扮演互補中介效果。(二) TPACK 能透過設計思維預測課程設計與教學、班級經營與輔導、研究發展與進修及敬業精神與態度，且設計思維於其中扮演互補中介效果。(三) TPACK 能透過測設計思維中的測試階段預測教師專業發展，且測試階段於其中扮演完全中介效果。建議未來可針對設計思維進行教學實踐的應用，並在師培課程，增進體育專門科目之科技相關知識。
以結構方程模型探究國小教師工作壓力和其線上教學行為看法的差異性
(2023) 沈君儒; Shen, Chun-Ju
COVID-19對全世界教育系統有重大影響，許多國家在此期間將實體課程改為全部或是部分線上教學，線上教學因而成為學習的重要途徑之一，與此同時，教師也面臨線上教學的挑戰和工作壓力的衝擊，過去文獻大多分別探究工作壓力和線上教學行為，兩者之間的關聯並未進行深入探討。本研究目的為探究國小教師（n=344）工作壓力和線上教學行為之關聯性，並探究年輕教師（n=215）和年長教師（n=129）的差異性。本研究採量化研究，透過探索性因素和驗證性因素分析檢驗量表之信效度，並透過獨立樣本t檢定、路徑分析探究向度間的關聯性和差異性。探索性因素分析和驗證性因素分析研究結果顯示，研究工具具有足夠的信效度可以應用在國小教師；獨立樣本t檢定分析研究結果發現，所有向度中，年輕教師和年長教師在有意學習和線上協作學習向度感知程度存在顯著差異。路徑分析研究結果發現，年輕教師和年長教師預測相同之處為家長的壓力均正向預測教師教學工作壓力，數位媒體自我效能均正向預測主動和建設性學習、有意學習、真實學習、線上學習主觀規範、線上協作學習，線上協作學習均正向預測線上學習持續意圖。年輕教師和年長教師預測差異之處為年輕教師家長的壓力正向預測有意學習、真實學習、線上協作學習，而年長教師家長的壓力負向預測線上學習主觀規範，年輕教師教學工作壓力負向預測數位媒體自我效能，而年長教師教學工作壓力負向預測真實學習。
探究國小教師數學教學信念與線上教學行為之關聯性
(2023) 黃怡婷; Huang, I-Ting
隨著科技的發展和線上教學的普及，教師在課堂中的教學行為往往會受本身的教學信念影響，進而影響學生的學習成效。加上數學是日常生活中無所不在的一部份，因此本研究欲針對國小教師數學教學信念和線上教學行為進行探究。本研究主要為探討國民小學教師的數學教學信念以及線上教學行為，透過問卷調查法，以713位國民小學教師教授數學線上教學為研究對象。問卷回收後，進行資料整理，以探索性因素分析、驗證性因素分析、描述性統計、皮爾遜績差相關、路徑分析進行資料分析，並了解之中是否存在中介效果。研究結果發現國小教師數學教學信念與線上教學行為有正向關聯，數學教教學信念越強的國小教師，傾向有積極的線上教學行為，而教師的數學教學信念無法直接預測實境式學習，但可以透過數位媒體自我效能來預測，此外數位媒體自我效能具有中介效果，為教師數學教學信念和線上教學行為的重要預測變項。本研究深入了解國小教師數學較學信念和線上教學行為之關聯性，可做為未來教育現場線上教學實踐的參考。