Virtual Laboratory for Teaching Physics for 9th Graders

[[abstract]]The purposes of this study were to implement 3D virtual reality software developed by the authors into developing a Newton's second law of motion instruction for 9th graders and to investigate the effects of students’ achievement, motivation and their attitudes toward the physics instruction and technology as well.[[notice]]補正完

On Computer-Aided Instruction Tools for Teaching College Engineering Mechanics Related Courses

In this research, questionnaires are designed to survey among teachers and students the current situation of applying Computer-Aided Instruction (CAI) tools to teaching and learning of college engineering mechanics related courses in Taiwan. The needs for CAI tools for teaching these mechanics related courses are investigated in the survey. Several prototypes of interactive multimedia tools are designed and implemented using information technologies. The applicability and effectiveness of these tools on assisting teaching of engineering mechanics related courses are discussed and evaluated. Moreover, a website for managing and sharing collected and developed CAI resources is constructed

Tectonic Implication of the 5th March 2005, Doublet Earthquake in Ilan, Taiwan

The 5th March 2005 earthquake doublet focal mechanism was determined as strike-slip faulting from Harvard and BATS moment tensor inversion. However, based on first motion polarities, the first shock has a normal focal mechanism (Wu et al. 2008a). This discrepancy has caused a debate over the focal mechanism solution because different focal mechanisms have different tectonic implications. Based on the dislocation determination from Global Position System (GPS) measurements, we find this event includes both tensile and strike-slip components. This finding illustrates the reason for the differences in the determined focal mechanisms using two different types of seismic data and analyzing methods. Field mapping and microstructure examination results indicate that the ductile deformation around the study area was characterized by the evolution from transpression to transtension with a predominant strike-slip component, but present-day active structures may be dominated by normal faulting. Thus, the active tensile slip result determined from dislocation modeling strongly suggests that the back arc extension of the Okinawa trough influences the stress state in this region, and changes the major transtension from strike-slip faulting to normal faulting

Game‐based APP in Teaching Newton's Three Laws of Motion for High School Students

[[incitationindex]]EI[[conferencetype]]國際[[conferencedate]]20141130~20141204[[booktype]]電子版[[iscallforpapers]]Y[[conferencelocation]]Nara, Japa

Effects of learner control and learner characteristics on learning a procedural task

The purpose of this study was to compare the effectiveness (the amount of knowledge gained and changes in attitude and efficacy) and efficiency (the time required to learn) of learner control and program control on procedural learning. The interaction effects between instructional control and subjects\u27 prior knowledge of the instructional task and relevant ability were also examined. In this study, the instructional task was the making of an origami (paper-folded) crane. The relevant ability was subject\u27s mental rotation ability and the prior knowledge for the instructional task was the making of an origami elephant.^ The sample was comprised of 131 undergraduate volunteers. Two treatments (learner-control or program-control group) of interactive videodisc instruction were randomly assigned to subjects. In each treatment, two sub-treatments (prior knowledge group and novice group) were randomly assigned to subjects. Subjects in each prior knowledge group received video instruction in the making of an origami elephant until they achieved mastery. Evidence of mastery was considered as providing the prior knowledge of the instructional task. All subjects were administered the Vandenberg\u27s Test of Mental Rotation (Vandenberg & Kuse, 1978). After the treatments, subjects\u27 performance score, time to completion, post-instruction self-efficacy, and attitude toward instruction were measured.^ A Hotelling\u27s T\sp2 was first performed to examine the main effect between learner control and program control. Then, a 2 x 2 x 2 (treatment x mental rotation ability x prior knowledge) Multivariate Analysis of Variance (MANOVA) and Canonical Variate Analysis (CVA) were followed to investigate the interaction effects. The results indicated learner-control was superior to program-control instruction on student performance, attitudes toward instruction, and self-efficacy. But, subjects in program-control instruction used time more efficiently than those in learner-control instruction. Based on the results of the CVA, there was a significant interaction found between the instructional control and subjects\u27 mental rotation ability.^ This study provided empirical evidence illustrating the power of learner-control and relevant ability in procedural learning on performance, attitudes, and self-efficacy.

[[alternative]]學習控制與程式控制在互動式影碟教學系統之研究

[[abstract]]Discussion of learner-controlled instruction focuses on a study of undergraduates that compared learner control with program control in interactive videodisc instruction for making an origami crane. Student performance, self-efficacy concerning the instructional task, time on task, and student attitudes toward the instruction are examined. (32 references) (LRW)[[notice]]補正完畢[[journaltype]]國外[[booktype]]紙本[[countrycodes]]US

Implementing the Flipped Classroom Strategy Into In-service Education

[[incitationindex]]EI[[conferencetype]]國際[[conferencedate]]20141027~20141030[[booktype]]電子版[[conferencelocation]]New Orleans, LA, US

IMMERSIVE OR DESKTOP VIRTUAL REALITY: WHICH ONE IS BETTER ON LEARNING SCIENCE FOR JUNIOR HIGH SCHOOL STUDENTS IN TAIWAN

[[abstract]]Virtual reality (VR) is an emerging technology that provides users with realistic, computer simulated interactive three-dimensional (3D) environment in which people become immersed. In this study, we used a three-dimensional visualization technique with a 3D helmet display (hTC VIVE) that has been developed in order to establish an interactive immersive environment to visualize the science principles and phenomenon in physics experiments. Two forms of VR (desktop vs immersive) are mostly implemented in schools. The purpose of this study was to investigate the impact of two forms of virtual reality experiments in physics on learning effects and attitudes toward science of junior high school students in Taiwan. A quasi-experimental research was adopted, and two classes of 9th graders in remote area were chosen as participants. Desktop virtual reality experiment was adopted in one class and the immersion virtual reality experiment was in the other. A quantitative method was mainly used to collect and analyze data. Besides, the two experiments were administered in the science class for the 9th graders who were taught the leverage unit. Finally, the lever principle learning test and questionnaire of science attitudes were administered to the participants. Before the experiments, all the participants were given the pre-test of the lever principle learning and the questionnaire of science attitudes. After the experiments finished, they were given the post-test of the lever principle learning and the questionnaire of science attitudes. Then, the data was analyzed by Paired t-Test and ANCOVA to examine whether there were significant differences between the two classes on the attitudes towards science and the learning effectiveness.[[notice]]補正完

How a Virtual Lab can Help High School Students on Static Equilibrium Experiment

[[abstract]]The purpose of this study was to incorporate a virtual lab in physics experiment courses, enabling students to immerse themselves in the experimental process, thereby explore the effects on their learning attitude and reflections on the implementation. The task of experiment was Static Equilibrium. 38 senior high school students from an 11th grade class in northern Taiwan were participated. The results indicated that “virtual lab” facilitated improving significantly the learning attitude of high school students in physics experiment courses (p<.05). Students felted very positive toward the CVLab for the reasons that it was easy to operate, and fun to discuss among classmates, allowed them to explore individually in the class and by all means to have them better understand the phenomenon and principles of Static Equilibrium.[[notice]]補正完

[[alternative]]The Study of the Innovation Strategies Analysis for the Elementary and Junior High Schools in Taipei County

[[abstract]]本研究由學校層次出發，目的在調查台北縣共64所中小學之資訊種子學校推動資訊融入教學實施策略的現況，並分析不同規模的學校在推動策略的差異。運用敘述統計及單因子多變量變異數分析(MONOVA)等統計方法對303份有效問卷進行分析，結果如下：一、臺北縣資訊種子學校資訊科技融入教學推動策略，重視程度最高的是物範疇的策略，管理範疇重視程度最低；二、最重視的策略和校長相關，受重視程度最低和評鑑與成果運用有關；三、小型學校在經費、校外資源和成果運用面向的重視程度較高；中型學校較高重視的面向是義工、校長和學校課程；大型學校則在資訊設備、校長和成果運用面向重視較高。文末對研究結果進行討論，並提出對教育部、台北縣教育局和學校推動資訊科技融入教學之建議。[[abstract]]The purpose of this research was to investigate the information-technology integrated instruction implementation strategies from school level among the different scale of schools in Taipei county information-technology seed schools. Three hundred and three valid samples in 64 schools were used and the results indicated the following: 1. The strategies used by the Taipei county information seed schools were categorized in four domains: system, persons, things, and management. Of these, the most emphasis was given to things and management was the least emphasized. 2. Three items were given the most emphasis. They were the principle support and proper management of resource, the concept of information technology integrated instruction by a principle was correct, and that the principle offered support to teachers and encouraged teacher's morale at the proper time. Three items were given the least emphasis. They the low usage of equipment and software for teachers to evaluate their performance, cross-school cooperation, and the community participation plan. 4. The medium-sized school was shown to be the highest in the attention degree of the whole strategy, the large-scale school paid attention to the category of equipment, the principle and the utilization of achievement. The small-scale school paid attention to the category of funds, resource, and the utilization of achievement. Some suggestions to different scales of schools and administration sections were also listed in the end of the paper.[[journaltype]]åå§[[booktype]]ç´æ¬[[countrycodes]]TW