Hsin-Yi Chang
Datos Biográficos
| ID | 6249159 |
|---|---|
| NOMBRE | Hsin-Yi Chang |
| NOMBRES | Hsin-Yi |
| APELLIDO | Chang |
| FIRMA | CHANG H |
| AFILIACIONES | National Taiwan Normal University |
| ORCID | 0000-0002-9659-1022 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 15 |
| TOTAL DE CITAS | 1 |
| TOTAL COMO AUTOR | 15 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2013 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 1 |
Investigating the Relation Between Peer Critiquing and Model Revisions in Modeling‐Based Learning
Modeling‐based learning engages students in model generation, evaluation, revision, and application. This study specifically investigated the relation between peer critiquing and model revisions so that suggestions can be made for the design of curricula and interventions to support students in model evaluation and revisions. This study engaged 158 high school students in 47 groups in evaluating and revising their models on the topic of carbon cy…
Using Artificial Intelligence to Support Peer-to-Peer Discussions in Science Classrooms
In successful peer discussions students respond to each other and benefit from supports that focus discussion on one another’s ideas. We explore using artificial intelligence (AI) to form groups and guide peer discussion for grade 7 students. We use natural language processing (NLP) to identify student ideas in science explanations. The identified ideas, along with Knowledge Integration (KI) pedagogy, informed the design of a question bank to sup…
The effect of the cyclic curricular design of modelling-based instruction with virtual labs
One issue facing teachers who implement model-based instruction within the school system is the tight curricular schedule. The ‘lesson objective tension’ calls for investigations to address instructional issues such as how to organise modelling-based instruction at the curriculum level which is across multiple units. We investigated the effect of the cyclic curricular design spacing out three modelling-based instruction units with virtual labs ov…
High School and College Students’ Graph-Interpretation Competence in Scientific and Daily Contexts of Data Visualization
Scaffolding online peer critiquing to develop students’ epistemic criteria of data visualization
Construction and critiquing are core practices of data visualization literacy. • Learners' critiques mainly focused on secondary criteria before instruction. • Online peer critiquing facilitated epistemic understanding. • Epistemic scaffolds further promoted primary epistemic criteria use. • Epistemic network analysis reveals changes of learners' epistemic criteria use
Ten years of augmented reality in education
Augmented reality (AR) continues to show its impact in education. While systematic review and meta-analysis studies have synthesized the evidence of this impact, most of them did not differentiate how AR may foster various learning outcomes to different degrees. In this study, 134 (quasi-)experimental studies on augmented reality (AR) in education from 2012 to 2021 were reviewed to discern the impact of AR on three levels of learning outcomes, na…
Science teachers’ and students’ metavisualization in scientific modeling
This study investigated eight experienced science teachers’ and eight senior high school students’ metavisualization when they drew models to represent their concepts of carbon cycling. Qualitative data collection techniques including think‐aloud tasks and follow‐up retrospective interviews were employed. The purposes of the study included: (1) to propose a framework differentiating performance levels leading to metavisual competence; and (2) to …
Augmenting the effect of virtual labs with "teacher demonstration" and "student critique" instructional designs to scaffold the development of scientific literacy
University students’ profiles of online learning and their relation to online metacognitive regulation and internet-specific epistemic justification
This study examined university students’ online learning profiles in terms of activities, purposes, and engagement, and how the different profiles related to metacognitive regulation and internet-specific epistemic justification. Three questionnaires were used to collect data from 389 undergraduate and graduate students in Thailand. The results indicated five emergent clusters as follows: highly-engaged self-driven online contributors, moderately…
Measuring epistemologies in science learning and teaching
Promoting understanding of the epistemologies of science has long been the primary objective in science education, and can be viewed as a form of science learning outcome. Many studies have attempted to understand learners' conceptions of epistemology in science from various perspectives and methods; however, no recent reviews have focused on the measurement of various constructs and variables of epistemologies of science. The main purpose of thi…
Examining secondary school students’ views of model evaluation through an integrated framework of personal epistemology
The aim of the study was to investigate students’ views of model evaluation through the lens of personal epistemology. We developed an integrated analytical framework by combining a developmental framework, including absolutist, multiplist, and evaluatist, with a multi-dimensional framework, including limits of knowing, certainty of knowing, and criteria of knowing. Furthermore, we examined the potential influence of the question contexts and the…
The impact of light-weight inquiry with computer simulations on science learning in classrooms
Students’ guided inquiry with simulation and its relation to school science achievement and scientific literacy
Current status, opportunities and challenges of augmented reality in education
Psychometric testing of the Chinese version of ISPCAN Child Abuse Screening Tools Children's Home Version (Icast-CH-C)
Current status, opportunities and challenges of augmented reality in education
Psychometric testing of the Chinese version of ISPCAN Child Abuse Screening Tools Children's Home Version (Icast-CH-C)
The impact of light-weight inquiry with computer simulations on science learning in classrooms
Students’ guided inquiry with simulation and its relation to school science achievement and scientific literacy
University students’ profiles of online learning and their relation to online metacognitive regulation and internet-specific epistemic justification
This study examined university students’ online learning profiles in terms of activities, purposes, and engagement, and how the different profiles related to metacognitive regulation and internet-specific epistemic justification. Three questionnaires were used to collect data from 389 undergraduate and graduate students in Thailand. The results indicated five emergent clusters as follows: highly-engaged self-driven online contributors, moderately…
Measuring epistemologies in science learning and teaching
Promoting understanding of the epistemologies of science has long been the primary objective in science education, and can be viewed as a form of science learning outcome. Many studies have attempted to understand learners' conceptions of epistemology in science from various perspectives and methods; however, no recent reviews have focused on the measurement of various constructs and variables of epistemologies of science. The main purpose of thi…
Examining secondary school students’ views of model evaluation through an integrated framework of personal epistemology
The aim of the study was to investigate students’ views of model evaluation through the lens of personal epistemology. We developed an integrated analytical framework by combining a developmental framework, including absolutist, multiplist, and evaluatist, with a multi-dimensional framework, including limits of knowing, certainty of knowing, and criteria of knowing. Furthermore, we examined the potential influence of the question contexts and the…
Ten years of augmented reality in education
Augmented reality (AR) continues to show its impact in education. While systematic review and meta-analysis studies have synthesized the evidence of this impact, most of them did not differentiate how AR may foster various learning outcomes to different degrees. In this study, 134 (quasi-)experimental studies on augmented reality (AR) in education from 2012 to 2021 were reviewed to discern the impact of AR on three levels of learning outcomes, na…
Science teachers’ and students’ metavisualization in scientific modeling
This study investigated eight experienced science teachers’ and eight senior high school students’ metavisualization when they drew models to represent their concepts of carbon cycling. Qualitative data collection techniques including think‐aloud tasks and follow‐up retrospective interviews were employed. The purposes of the study included: (1) to propose a framework differentiating performance levels leading to metavisual competence; and (2) to …
Augmenting the effect of virtual labs with "teacher demonstration" and "student critique" instructional designs to scaffold the development of scientific literacy
Scaffolding online peer critiquing to develop students’ epistemic criteria of data visualization
Construction and critiquing are core practices of data visualization literacy. • Learners' critiques mainly focused on secondary criteria before instruction. • Online peer critiquing facilitated epistemic understanding. • Epistemic scaffolds further promoted primary epistemic criteria use. • Epistemic network analysis reveals changes of learners' epistemic criteria use
Using Artificial Intelligence to Support Peer-to-Peer Discussions in Science Classrooms
In successful peer discussions students respond to each other and benefit from supports that focus discussion on one another’s ideas. We explore using artificial intelligence (AI) to form groups and guide peer discussion for grade 7 students. We use natural language processing (NLP) to identify student ideas in science explanations. The identified ideas, along with Knowledge Integration (KI) pedagogy, informed the design of a question bank to sup…
The effect of the cyclic curricular design of modelling-based instruction with virtual labs
One issue facing teachers who implement model-based instruction within the school system is the tight curricular schedule. The ‘lesson objective tension’ calls for investigations to address instructional issues such as how to organise modelling-based instruction at the curriculum level which is across multiple units. We investigated the effect of the cyclic curricular design spacing out three modelling-based instruction units with virtual labs ov…
High School and College Students’ Graph-Interpretation Competence in Scientific and Daily Contexts of Data Visualization
Investigating the Relation Between Peer Critiquing and Model Revisions in Modeling‐Based Learning
Modeling‐based learning engages students in model generation, evaluation, revision, and application. This study specifically investigated the relation between peer critiquing and model revisions so that suggestions can be made for the design of curricula and interventions to support students in model evaluation and revisions. This study engaged 158 high school students in 47 groups in evaluating and revising their models on the topic of carbon cy…
Psychology (12 obras) · Mathematics education (11 obras) · Computer Science (10 obras) · Innovative Teaching and Learning Methods (7 obras) · Science education (6 obras) · Artificial Intelligence (5 obras) · Pedagogy (5 obras) · Literacy (4 obras) · Science Education and Pedagogy (4 obras) · Scientific Literacy (4 obras)