The Effect of Object-Free and Object-Related Intelligences on Hands-On Making Self-Efficacy and Attitude Toward Quality Improvement

Hong, Jon‐Chao; Hwang, Ming Yueh; Tsai, Chi Ruei

doi:10.1007/s10763-020-10093-7

Cited by 6 publications

(4 citation statements)

References 41 publications

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“…Many improvements and reforms are realized in the course of development (Groundwater-Smith, 2019). Continuous quality improvement is the key to being successful in project work (Hong et al, 2020). Therefore, teachers need to focus on students' knowledge of a theme, in which they need to challenge the concepts (Park et al, 2011).…”

Section: Phase 6: Undertake Evaluation and Revise Teaching Plansmentioning

confidence: 99%

Developing an Inquiry and Hands-on Teaching Model to Guide Steam Lesson Planning for Kindergarten Children

Hong

et al. 2020

JBSE

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When contextualizing educational methods, teachers can focus on constructivism to develop inquiry materials as STEAM subject matter for use in schools. However, there is little research concerning what STEAM teaching resources teachers view as inquiry with hands-on STEAM instructional material for use in kindergartens. Therefore, this research used a spiral developmental course design with action research to apply a teaching inquiry and hands-on STEAM model focusing on lesson development for kindergarten children via a one-year workshop. The lesson development process of this research included a total of six stages, allowing 24 participating teachers to analyse the STEAM elements from their original lesson plans, then make revisions according to a model, including: prediction, do/observation, quiz/discussion, and explanation/ transfer (PD/OQ/DE/T). After the initial lesson plan was completed, teaching experiments were conducted, and the lesson plan was adjusted through reflection and revisions based on the suggestions of domain experts during the implementation process. Finally, 48 PDOQDET inquiry and hands-on based STEAM lesson plans were developed. Thus, it is proposed that the inquiry and hands-on i-STEAM modules developed using the PDOQDET approach can represent exemplars illustrative of an enriched design constructivist paradigm to support students’ i-STEAM learning in kindergartens. Keywords: early childhood education, hands-on learning, inquiry teaching, lesson plan design, STEAM

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Section: Phase 6: Undertake Evaluation and Revise Teaching Plansmentioning

confidence: 99%

Developing an Inquiry and Hands-on Teaching Model to Guide Steam Lesson Planning for Kindergarten Children

Hong

et al. 2020

JBSE

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“…In addition, according to the Expected value theory, attitude has evolved as an integrated framework of needs, expectations and values, and could be used as an explanation of Students’ multidimensional attitudes toward hands-on making ( Zhang et al, 2021 ). Considering that attitude definition differs depending on the culture or domain ( Vogel and Wänke, 2016 ), the construct items of hands-on making attitude were adapted from Hong et al’s (2021) study, which included affect and behavior and were developed to assess students’ tendency to engage in hands-on problem-solving. The scale has seven items such as “I like to assemble things following the manual instructions,” and “When an electrical appliance breaks down (e.g., an electric fan), I will try to repair it by myself first.”…”

Section: Methodsmentioning

confidence: 99%

How Does Hands-On Making Attitude Predict Epistemic Curiosity and Science, Technology, Engineering, and Mathematics Career Interests? Evidence From an International Exhibition of Young Inventors

et al. 2022

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Whether the hands-on experience of creating inventions can promote Students’ interest in pursuing a science, technology, engineering, and mathematics (STEM) career has not been extensively studied. In a quantitative study, we drew on the attitude-behavior-outcome framework to explore the correlates between hands-on making attitude, epistemic curiosities, and career interest. This study targeted students who joined the selection competition for participating in the International Exhibition of Young Inventors (IEYI) in Taiwan. The objective of the invention exhibition is to encourage young students to make innovative projects by applying STEM knowledge and collaborative design. We collected 220 valid data from participants in the 2021 Taiwan IEYI selection competition and conducted a confirmatory factor analysis and structural equation modeling to test the hypotheses. Results indicated that: (1) hands-on making attitude was positively related to two types of epistemic curiosity; (2) interest-type epistemic curiosity (IEC) and deprivation-type epistemic curiosity (DEC) were positively associated with STEM career interest; additionally, DEC had a higher coefficient on STEM career interest than IEC; (3) both types of EC had a mediating role between hands-on making attitude and STEM career interest. It is expected that encouraging students to participate in invention exhibition competitions can raise both types of EC and increase their interest in pursuing STEM careers.

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“…Hong et al [15] pointed out willingness as the intrinsic process of an individual's conscious, purposeful, and even planned approach to the pursued objectives, which particularly stressed awareness. Students with a higher willingness to learn might continuously participate in learning activities to enhance their personal abilities [16].…”

Section: Repeated Learning and Interactive Learning Without Being Res...mentioning

confidence: 99%

Effects of Multimedia Video Integrated STEM Curricula on Learning Attitude and Learning Achievement

Meng,

Chen

2023

Int. J. Emerg. Technol. Learn.

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Along with the advance of 3C technology and the promotion of education reform, multimedia video information equipment is largely combined in the education scene for student-centered course teaching. Including multimedia video in instruction for curriculum design provides students with diverse teaching and learning methods. It is expected to enhance students’ learning attitudes and achievements through vivid and active multimedia video situations, as well as guide students’ interests and achievements in learning. Taking 188 college students in Guangdong Province as the experimental objects, the 16-week (3 hours per week for a total of 48 hours) multimedia video integrated science, technology, engineering, and mathematics (STEM) experimental teaching research is preceded by this study. The research results show that: (1) students present a positive learning attitude as they expect to understand more of the taught content from multimedia video-integrated STEM curricula; (2) multimedia video-integrated STEM curricula provide students with effective learning; and (3) the use of multimedia video provides more opportunities and information for students to understand STEM-related information. The assistance of multimedia video could enhance their willingness to learn and creativity in STEM curricula. According to the results of proposed discussions and suggestions, it is expected to provide students with diverse learning methods and build students’ learning concepts without restricting learning to time and place.

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The Effect of Object-Free and Object-Related Intelligences on Hands-On Making Self-Efficacy and Attitude Toward Quality Improvement

Cited by 6 publications

References 41 publications

Developing an Inquiry and Hands-on Teaching Model to Guide Steam Lesson Planning for Kindergarten Children

Developing an Inquiry and Hands-on Teaching Model to Guide Steam Lesson Planning for Kindergarten Children

How Does Hands-On Making Attitude Predict Epistemic Curiosity and Science, Technology, Engineering, and Mathematics Career Interests? Evidence From an International Exhibition of Young Inventors

Effects of Multimedia Video Integrated STEM Curricula on Learning Attitude and Learning Achievement

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