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Lin, Jing-Wen; Chen, Yi-Min – International Journal of Science and Mathematics Education, 2023
The intersection of modeling and STEM practices offers a promising avenue for creating an integrated STEM curriculum. However, research on designing modeling-based STEM (m-STEM) curricula is limited, particularly concerning how the curriculum affects the learning of students with different spatial abilities. This study developed a four-round…
Descriptors: Models, STEM Education, Civil Engineering, Spatial Ability
Lee, Min-Hsien; Liang, Jyh-Chong; Wu, Ying-Tien; Chiou, Guo-Li; Hsu, Chung-Yuan; Wang, Chia-Yu; Lin, Jing-Wen; Tsai, Chin-Chung – International Journal of Science and Mathematics Education, 2020
In the field of science education, laboratory learning environment has gained renewed interest in the recent decade. This study aimed to investigate the relationships among students' conceptions of science laboratory learning, perceptions of the science laboratory learning environment, and their academic self-efficacy in science learning by…
Descriptors: High School Students, Student Attitudes, Science Laboratories, Science Education
Chen, Chin-Sung; Lin, Jing-Wen – International Journal of Science and Mathematics Education, 2019
This study explored how a 2-year, maker-centered science, technology, engineering, and mathematics (STEM) project-based learning (M-STEM-PjBL) curriculum aimed at leading students to be makers changed students, science teachers, and a rural middle school in Taiwan, where teachers were stressed due to the low birth rate and low grades in the…
Descriptors: Foreign Countries, Action Research, Shared Resources and Services, STEM Education
Lin, Jing-Wen – International Journal of Science and Mathematics Education, 2016
Holding scientific conceptions and having the ability to accurately predict students' preconceptions are a prerequisite for science teachers to design appropriate constructivist-oriented learning experiences. This study explored the types and sources of students' preconceptions of electric circuits. First, 438 grade 3 (9 years old) students were…
Descriptors: Elementary School Teachers, Scientific Literacy, Accuracy, Predictor Variables
Lin, Jing-Wen – International Journal of Science and Mathematics Education, 2014
This study aimed to: (a) understand practicing teachers' knowledge of model functions and modeling processes, (b) compare the similarities and differences between the knowledge of science and non-science major teachers, and (c) explore the possible reasons for the similarities and differences between the knowledge of these 2 groups. A 4-point…
Descriptors: Elementary School Teachers, Models, Modeling (Psychology), Pedagogical Content Knowledge