研究生: |
琪琪 Rezi Ulya Fauziah |
---|---|
論文名稱: |
透過多媒體以探索解釋性回饋對學生概念理解和心智模型對化學平衡的影響 Exploring the Influence of Explanatory Feedback on Students' Conceptual Understanding and Mental Model on Chemical Equilibrium through Multimedia |
指導教授: |
王嘉瑜
Chia-Yu Wang 陳素芬 Sufen Chen |
口試委員: |
顏妙璇
Miao Hsuan Yen |
學位類別: |
碩士 Master |
系所名稱: |
人文社會學院 - 數位學習與教育研究所 Graduate Institute of Digital Learning and Education |
論文出版年: | 2023 |
畢業學年度: | 112 |
語文別: | 英文 |
論文頁數: | 84 |
中文關鍵詞: | 化學平衡 、一般化學 、概念理解 、心理模型 、解釋性回饋 |
外文關鍵詞: | chemical equilibrium, general chemistry, conceptual understanding, mental model, explanatory feedback |
相關次數: | 點閱:94 下載:0 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
Attali, Y., & van der Kleij, F. (2017). Effects of feedback elaboration and feedback timing during computer-based practice in mathematics problem solving. Computers & Education, 110, 154-169. http://dx.doi.org/10.1016/j.compedu.2017.03.012.
Bernstein, E., McMenamin, S. A., & Johanek, M. C. (2016). Authentic Online Branching Simulations: Promoting Discourse around Problems of Practice. In P. Dickenson, U. National University, J. J. Jaurez, & U. National University (Eds.), Student Engagement and Participation (pp. 1197–1216). IGI Global.
Butler, A. C., Karpicke, J. D., & Roediger, H. L., III. (2008). Correcting a metacognitive error: feedback increases retention of low-confidence correct responses. Journal of Experimental Psychology, 34, 918–928. doi: 10.1037/0278-7393.34.4.918.
Chiu, M. H., Chou, C. C., & Liu, C. J. (2002). Dynamic processes of conceptual change: analysis of constructing mental models of chemical equilibrium. Journal of Research in Science Teaching, 39(8), 688-712. DOI: 10.1002/tea.10041
Devetak, I., Urbančič, M., Wissiak Grm, K. S., Krnel, D., & Glažar, S. A. (2004). Submicroscopic representations as a tool for evaluating students’ chemical conceptions. Acta Chimica Slovenica, 51(4), 799-814.
Ericsson, K. A., & Simon, H. A. (1993). Protocol analysis: Verbal reports as data. Cambridge, MA: MIT Press.
Finn, B., Thomas, R., Rawson, K, A. (2018). Learning more from feedback: elaborating feedback with examples enhances concept learning. Learning and Instruction, 54, 104-113.
Greca, I. M., & Moreira, M. A. (2000). Mental models, conceptual models, and modelling. International Journal of Science Education, 22(1), 2-11. https://doi.org/10.1080/095006900289976.
Hattie, J. (2009). Visible learning: A synthesis of 800+ meta-analyses on achievement. London: Routledge.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
Huan, C., Meng, C.C., Lian, L. H. (2020). Incorporating feedback in online cognitive diagnostic assessment for enhancing grade five students' achievement in 'time'. Journal of Computer Education, DOI: 10.1007/s40692-020-00176-3
Jaber, L. Z., & BouJaoude, S. (2012). A macro–micro–symbolic teaching to promote relational understanding of chemical reactions. International Journal of Science Education, 34(7), 973–998.
Johnson, C. I., & Priest, H. A. (2014). The feedback principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 449–463). Cambridge: Cambridge University Press.
Johnson-Laird, P. N. (1983). Mental models. Towards a cognitive science of language, inference, and consciousness. Cambridge, UK: Cambridge University Press.
Kozma, R., & Russell, J. (1997). Multimedia and understanding: Expert and novice responses to different representations of chemical phenomena. Journal of Research in Science Teaching, 43(9), 949–968.
Lindgren, R., & Schwartz, D. L. 2009. Spatial learning and computer simulations in science. International. Journal of Science Education, 31, 419–438.
Lipnevich, A., & Smith, J, K. 2009. Effects of differential feedback on students' examination performance. Journal of Experimental Psychology Applied, 15(4), 319-333. DOI: 10.1037/a0017841
Luyben, P. D., Warden, K. B. 2008. Comparative effects of video plus-text versus text-only instructional formats on acquisition and generalization of concept learning to real life situations. Journal of Education Technology Systems, 37(2), 159-174. https://doi.org/10.2190/ET.37.2.d
Máñez, I., Vidal-Abarca, E., & Martínez, T. (2019). Does computer-based elaborated feedback influence the students’ question-answering process? Electronic Journal of Research in Educational Psychology, 17(1), 81-106.
Makransky, G., Mayer, R., Noremolle, A., Cordoba, A. L., Wandali, J., & Bonde, M. (2019). Investigating the feasibility of using assessment and explanatory feedback in desktop virtual reality simulations. Education Technology Research Development, 68, 283-317. https://doi.org/10.1007/s11423-019-09690-3.
Mayer, R. E., & Moreno, R. (2002). Aids to computer-based multimedia learning. Learning and Instruction, 12, 107–119.
Meir, E., Wendel, D., Pope, D. S. Hsiao, L., Chen, D., & Kim, K, J. (2019). Are intermediate constraint question formats useful for evaluating student thinking and promoting learning in formative assessments?. Computers and education, 141, 103606. https://doi.org/10.1016/j.compedu.2019.103606
Norman, D. (1983). Some observations on mental models. In D. Gentner and A. Stevens (Eds. Mental models (pp. 6-14). Lawrence Erlbaum Associates, Hillsdale, NJ.
O'Keefe, P. A., Letourneau, S. M., Homer, B. D., Schwartz, R. N., & Plass, J. L. (2014). Learning from multiple representations: An examination of fixation patterns in a science simulation. Computers in Human Behavior, 35, 234–242. doi:10.1016/j.chb.2014.02.040.
Prokša, M., Drozdíková, A., & Haláová, Z. (2019). Learners’ understanding of chemical equilibrium at submicroscopic, macroscopic, and symbolic levels. Chemistry Didactics Ecology Metrology, 23(1).
Pulukuri, S., & Abrams, B. 2021. Improving learning outcomes and metacognitive monitoring: replacing traditional textbook readings with questions-embedded videos. Journal Chemistry Education, 98, 2156-2166. https://doi.org/10.1021/acs.jchemed.1c00237.
Serral, E., & Snoeck, M. (2019). Conceptual framework for feedback automation in sles. In Smart education and e-learning 2016 (pp. 97–107). Springer.
Shehab, S. S., & BouJaoude, S. (2017). Analysis of the chemical representations in secondary Lebanese chemistry textbooks. International Journal of Science and Mathematics Education, 15, 797-816. DOI 10.1007/s10763-016-9720-3.
Shute, V. J. 2008. Focus on formative feedback. Review of Educational Research, 78(1), 153-189. DOI: 10.3102/0034654307313795
Stieff, M., & McCombs, M. (2006). Increasing representational fluency with visualization tools. In S. Barab, K. E. Hay, & D. T. Hickey (Eds.), Proceedings of the Seventh International Conference of the Learning Sciences (ICLS) (Vol. 1, pp. 730–736). Mahwah, NJ: Erlbaum.
Talanquer, V. (2010). Macro, submicro, and symbolic: the many faces of the chemistry triplet. International Journal of Science Education, 32, 1–17.
Van der Kleij, F. M., Feskens, R. C., & Eggen, T. J. H. M. (2015). Effects of feedback in a computer-based learning environment on students' learning outcomes: A meta-analysis. Review of Educational Research, 85, 475–511. doi: 10.3102/0034654314564881
Waight, Noemi., & Gillmeister, Kristina. (2014). Teachers and Students’ Conceptions of Computer-Based Models in the Context of High School Chemistry: Elicitations at the Pre-intervention Stage. Research in Science Education, 44(2), 335-361. DOI 10.1007/s11165-013-9385-7
Zumdahl, S. (2017). Chemistry AP Edition (10th ed.). Cengage.