Browsing by Author "Tsai, Chin-Chung"

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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.
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    探討國中生線上科學資本：問卷工具發展
    (2024) 陳威守; Chen, Wei-Shou
    本研究延續Archer等人(2015)先前研究[Archer et al., (2015) Journal of Research in Science Teaching 52, 922-948] 提出之科學資本概念，將科學學習的場域轉移到線上情境，並提出「線上科學資本(online science capital)」概念。本研究開發了適合國中生使用的科學資本量表(online science capital scale)來了解國中生在進行線上科學學習時可能擁有的資源。此量表包含了線上科學相關的文化資本(science-related online cultural capital)、線上科學相關的行為資本(science-related online behavioral capital)、線上科學相關的經濟資本(science-related online economic capital)、還有線上科學相關的社交資本(science-related online social capital)。本研究同時也調查了學生的性別、年級、和科學志向(science aspiration)。315位台灣國中生參與了本次研究。結果顯示線上科學資本量表有良好的信度與效度。透過t檢定和ANOVA，我們發現不同性別和年級的學生擁有不同程度的線上科學資本。此外，透過階層迴歸分析，我們也發現了線上科學資本中的不同構念會直接或間接的預測學生的科學志向。本研究結果確認了科學資本量表的可用性，也強調了線上科學資本對中學生線上科學學習的重要性。
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    運用知識翻新搭配6E教學策略於機器人實作課程對國中生之學習成效與行為模式之研究
    (2022) 蕭傑安; Hsiao, Jie-An
    隨著科技與社會的發展，學生在課堂上面臨的難題不單單只是書本內的既有知識，這些問題難以靠個人的努力進行解決，而是透過小組成員間的協作學習去達到進一步的知識提升。在近幾年，STEM跨學科教學在教育領域蓬勃發展，也需要有更合適的教學策略與課程設計來進行，將機器人的實作課程融入在STEM的教學當中，內容方面結合了科學、機械、數學、資訊四個面向的相關知識與技術之課程，符合新課綱在科技教育方面，著重培養學生跨領域整合知識運用能力。知識論壇是依據知識翻新理論設計的教學平台，學生能夠在此平台中對知識及想法產生進行合作建構，提昇社群成員集體反思，讓合作學習與知識翻新活動能具有社會學習過程，營造出更有效能的線上學習環境。6E模式為STEM提供教學步驟，而知識翻新的原則也提供了STEM有效的教學策略。過去的教學注重「概念」的培養，著重學生對知識的理解，而知識翻新則是以「想法」為中心的教學，由小組間共同分享與建構知識。知識翻新教學能在STEM中能建立良好的學習環境，鼓勵學生以創新的方式來解決問題並協作建立知識，透過結合6E教學策略能提升學生的探究與思考能力。本研究對象為56名國中二年級學生，以單一實驗組進行課程規劃，目的為探討國中學生基於知識翻新以想法為中心的教學歷程，教學內容以「知識論壇」（Knowledge Forum, KF）線上平台進行課堂活動了解線上平台的操作和知識翻新原則並讓學生在課堂中進行討論及發想，接著進行STEM掃地機器人實作課程，經由準實驗設計來瞭解課程對於學生學習成效與學習參與度和6E模式實作課程中使用知識翻新原則情況。研究結果發現到透過知識論壇分析工具依據不同小組的筆記創建情形區分高低參與度組別，高低參與度小組隨著專題課程進行在學習參與度方面和STEM學習成效都有所提昇。並透過實作課程中的錄影帶分析出不論是高或低參與度組別在6E模式不同階段中，特定幾項知識翻新原則是最容易被學生所使用到包含優先看中真實中發生的問題原則、所有概念與想法皆可改進原則、想法有多元的觀點原則和自主追求的學習者原則，相關研究結果可供後續研究6E模式的教學相關研究者作為參考並融入未來教學設計當中。