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Evaluating and Comparing Singaporean and Taiwanese Eighth Graders' Conceptions of Science Assessment
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Lin, Tzung-Jin; Tan, Aik-Ling; Lee, Min-Hsien; Tsai, Chin-Chung – Research in Science & Technological Education, 2017
Background: Researchers have indicated that assessment practices and methods should support learners' construction of meaningful understanding of knowledge. Understanding students' conceptions of assessment will enable us to construct more realistic, valid and fair assessments. Learners' conceptualization of assessment would be imperative to serve…
Descriptors: Comparative Analysis, Student Attitudes, Grade 8, Foreign Countries
Effects of Captions and English Proficiency on Learning Effectiveness, Motivation and Attitude in Augmented-Reality-Enhanced Theme-Based Contextualized EFL Learning
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Chen, Ming-Puu; Wang, Li-Chun; Zou, Di; Lin, Shu-Yuan; Xie, Haoran; Tsai, Chin-Chung – Computer Assisted Language Learning, 2022
Augmented reality (AR) deepens learning interactions by imposing digital information on top of physical settings. This study implemented an AR-enhanced theme-based contextualized learning and aimed to examine the effects of captions (non-caption, English caption and Chinese caption) and English proficiency (less proficient and proficient) on…
Descriptors: Visual Aids, Teaching Methods, Instructional Effectiveness, English (Second Language)
Cross-Cultural Comparisons of University Students' Science Learning Self-Efficacy: Structural Relationships among Factors within Science Learning Self-Efficacy
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Wang, Ya-Ling; Liang, Jyh-Chong; Tsai, Chin-Chung – International Journal of Science Education, 2018
Science learning self-efficacy could be regarded as a multi-factor belief which comprises different aspects such as cognitive skills, practical work, and everyday application. However, few studies have investigated the relationships among these factors that compose science learning self-efficacy. Also, culture may play an important role in…
Descriptors: Self Efficacy, Cross Cultural Studies, Thinking Skills, Cognitive Ability
The Effects of Instructional Methods on Students' Learning Outcomes Requiring Different Cognitive Abilities: Context-Aware Ubiquitous Learning versus Traditional Instruction
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Tsai, Pei-Shan; Tsai, Chin-Chung; Hwang, Gwo-Haur – Interactive Learning Environments, 2016
The purpose of this study was to explore the effects of the context-aware ubiquitous learning (u-learning) approach versus traditional instruction on students' ability to answer questions that required different cognitive skills, using the framework of Bloom's taxonomy of educational objectives, including knowledge, comprehension, application,…
Descriptors: Teaching Methods, Outcomes of Education, Cognitive Ability, Foreign Countries
The Relationships between Chinese Higher Education Students' Epistemic Beliefs and Their Judgmental Standards of Searching for Literature Online: Undergraduate versus Graduate Comparisons
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Dong, Yan; Liang, Jyh-Chong; Yu, Yue-Yue; Wu, Jui-Chi; Tsai, Chin-Chung – Interactive Learning Environments, 2015
The main purpose of this study was to examine the relationships between Chinese higher education students' epistemic beliefs and their judgmental standards of searching for literature online. Data were collected from 449 higher education students (152 college students and 297 graduate students) in Beijing via two self-reported questionnaires: one…
Descriptors: Foreign Countries, Undergraduate Students, Graduate Students, Student Attitudes