Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 2 |
| Since 2006 (last 20 years) | 5 |
Descriptor
Source
| Educational Technology &… | 2 |
| Computers & Education | 1 |
| International Journal of… | 1 |
| International Journal of… | 1 |
| Online Submission | 1 |
Author
| She, Hsiao-Ching | 6 |
| Weng, Hsiao-Lan | 2 |
| Wu, Hui-Ling | 2 |
| Chen, Chien-Hsien | 1 |
| Liao, Ya-Wen | 1 |
| Yeh, Kuan-Hue | 1 |
Publication Type
| Journal Articles | 6 |
| Reports - Research | 5 |
| Reports - Evaluative | 1 |
Education Level
| Grade 8 | 4 |
| Middle Schools | 4 |
| Junior High Schools | 3 |
| Secondary Education | 3 |
| Elementary Education | 2 |
| Elementary Secondary Education | 2 |
| Grade 7 | 2 |
Audience
Location
| Taiwan | 4 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Download full textWu, Hui-Ling; Weng, Hsiao-Lan; She, Hsiao-Ching – International Journal of Contemporary Educational Research, 2016
This study examined how background knowledge, scientific reasoning ability, and various scaffolding forms influenced students' science knowledge and scientific inquiry achievements. The students participated in an online scientific inquiry program involving such activities as generating scientific questions and drawing evidence-based conclusions,…
Descriptors: Scientific Research, Prior Learning, Abstract Reasoning, Thinking Skills
Wu, Hui-Ling; Weng, Hsiao-Lan; She, Hsiao-Ching – Online Submission, 2016
This study examined how background knowledge, scientific reasoning ability, and various scaffolding forms influenced students' science knowledge and scientific inquiry achievements. The students participated in an online scientific inquiry program involving such activities as generating scientific questions and drawing evidence-based conclusions,…
Descriptors: Scientific Research, Prior Learning, Abstract Reasoning, Thinking Skills
Direct linkChen, Chien-Hsien; She, Hsiao-Ching – Educational Technology & Society, 2012
This study reports the impact of Recurrent On-Line Synchronous Scientific Argumentation learning on 8th grade students' scientific argumentation ability and conceptual change involving physical science. The control group (N = 76) were recruited to receive conventional instruction whereas the experimental group (N = 74) received the Recurrent…
Descriptors: Foreign Countries, Web Based Instruction, Scientific Concepts, Persuasive Discourse
Yeh, Kuan-Hue; She, Hsiao-Ching – Computers & Education, 2010
The purpose of this study is to examine the difference in effectiveness between two on-line scientific learning programs--one with an argumentation component and one without an argumentation component--on students' scientific argumentation ability and conceptual change. A quasi-experimental design was used in this study. Two classes of 8th grade…
Descriptors: Experimental Groups, Control Groups, Persuasive Discourse, Chemistry
Liao, Ya-Wen; She, Hsiao-Ching – Educational Technology & Society, 2009
This study reports the impacts of the Scientific Concept Construction and Reconstruction (SCCR) digital learning system on eighth grade students' concept construction, conceptual change, and scientific reasoning involving the topic of "atoms". A two-factorial experimental design was carried out to investigate the effects of the approach…
Descriptors: Web Based Instruction, Scientific Concepts, Concept Formation, Logical Thinking
She, Hsiao-Ching – International Journal of Science and Mathematics Education, 2005
This study investigates the potential of enhancing students' learning of difficult science concepts by exploring the interaction between teachers' four different instructional approaches and students' four different learning preference styles. Students' immediate performance and their retention for learning of buoyancy concepts serve to examine…
Descriptors: Interaction, Scores, Grade 8, Instructional Effectiveness
