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354 results on '"Hsu, Wei-Hsiu"'

18. Effects of Explicit and Implicit Prompts on Students' Inquiry Practices in Computer-Supported Learning Environments in High School Earth Science

Author

Fang, Su-Chi, Hsu, Ying-Shao, and Hsu, Wei Hsiu

Abstract

The study explored how to best use scaffolds for supporting students' inquiry practices in computer-supported learning environments. We designed a series of inquiry units assisted with three versions of written inquiry prompts (generic and context-specific); that is, three scaffold-fading conditions: implicit, explicit, and fading. We then examined how the three scaffold-fading conditions influenced students' conceptual understanding, understanding of scientific inquiry, and inquiry abilities. Three grade-10 classes (N = 105) participated in this study; they were randomly assigned to and taught in the three conditions. Data-collection procedures included a pretest-posttest approach and in-depth observations of the target students. The findings showed that after these inquiry units, all of the students exhibited significant learning gains in conceptual knowledge and performed better inquiry abilities regardless of which condition was used. The explicit and fading conditions were more effective in enhancing students' understanding of scientific inquiry. The fading condition tended to better support the students' development of inquiry abilities and help transfer these abilities to a new setting involving an independent socioscientific task about where to build a dam. The results suggest that fading plays an essential role in enhancing the effectiveness of scaffolds.

Published
2016
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19. A Design Model of Distributed Scaffolding for Inquiry-Based Learning

Author

Hsu, Ying-Shao, Lai, Ting-Ling, and Hsu, Wei-Hsiu

Abstract

This study presents a series of three experiments that focus on how distributed scaffolding influences learners' conceptual understanding and reasoning from combined levels of triangulation, at the interactive level (discourses within a focus group) and the collective level (class). Three inquiry lessons on plate tectonics (LPT) were designed, implemented and redesigned to explore how students responded to the scaffoldings provided. The results show that the goal-oriented version (LPT3) was significantly more effective at helping students develop an understanding of plate tectonics and evidence-based reasoning than the teacher-led (LPT1) and deconstructed (LPT2) versions (?[superscript 2] = 11.56, p < 0.003). In LPT3, we can identify three key features of the scaffolding: an advanced organizer, deconstruction of complex tasks, and reflection on the whole inquiry cycle at the end of class time. In addition, LPT3 took much less teaching time. In other words, it appears to be effective and efficient, most likely due to synergies between teacher facilitation and lesson scaffolds. The empirical results clarify the functions of the design model proposed for distributed scaffolding: navigating inquiry, structuring tasks, supporting communication, and fostering reflection. Future studies should more closely evaluate the scaffolding system as a whole and synergies between different types of scaffolds for advancing learning.

Published
2015
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33. Rational Use of Antibiotics and Education Improved Aeromonas Necrotizing Fasciitis Outcomes in Taiwan: A 19-Year Experience

Author

Huang, Tsung-Yu, primary, Tsai, Yao-Hung, additional, Lee, Ching-Yu, additional, Hsu, Wei-Hsiu, additional, Hsiao, Cheng-Ting, additional, Huang, Yao-Kuang, additional, Li, Yen-Yao, additional, Chen, Jiun-Liang, additional, Kuo, Shu-Fang, additional, Hsiao, Jo-Chun, additional, Li, Hsing-Jung, additional, Hung, Chien-Hui, additional, and Peng, Kuo-Ti, additional

Published
2022
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