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The purpose of this 4‐year research study was to develop paper‐and‐pencil tests that could be administered to a wide range of students in order to establish a database about students’ physics conceptions from elementary school to high school levels in Taiwan. The students’ misconceptions of mechanics, electricity and magnetism, heat, sound and wave, and optics were diagnosed. In the beginning of this study, we extensively reviewed the research literature on related conceptions. With the use of concept maps and related propositional statements, we also interviewed some students to find out their conceptual understanding of the selected key concepts. These data provided sufficient information about students’ thoughts of several concepts. Through a process of developing two‐tier test items, nine versions of physics questionnaires were obtained. More than 13,000 students were randomly sampled in a national survey. After data analysis, the results indicated that students’ misconceptions in physics such as the ...

An adaptive ecology m-learning framework applied for national parks is proposed in this paper. The traditional ecology guiding service uses static web page or fixed placard to prompt and provide ecology information to learners. It can not provide adaptive learning anytime and anywhere. Learners can not obtain real-time ecology guiding information and have a good adaptive learning based on learners' knowledge background, and time and location. This study proposes a framework based on Scaffolding Theory that provide learners mobile, dynamic and adaptive ecology guiding service to national parks. Scaffolding Theory is to support learners a knowledge structure for systematic learning. Based on Scaffolding Theory, learners are identified by background (e.g. age and gender), knowledge (e.g. cognitive base, knowledge requirement and learning objective), and interests. Moreover, adaptive and appropriate ecology knowledge based on learners' properties is provided dynamically. Furthermore, learning steps and contents are able to be adjusted flexibly by learners' feedback. In addition, this study also adopt context awareness to provide the learner a suitable route planning for ecology guiding service according to environment factors such as weather condition, time and season, prediction of tide, UV rays and rain rate where learners located. Landscapes and ecology events such as Migratory birds in transit within the route can be actively delivered to learners immediately using interactive applications such as multimedia messages (e.g. text, image and video). Attention and enjoyment of learners can be increased and ecology education purpose of national parks can be achieved.