The Effects of Concept Map-Oriented Gesture-Based Teaching System on Learners’ Learning Performance and Cognitive Load in Earth Science Course

Hsieh, Sheng-Wen; Ho, Shu-Chun; Wu, Min-Ping; Ni, Ci-Yuan

doi:10.12973/eurasia.2016.1235a

Cited by 3 publications

(3 citation statements)

References 54 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Ninety-one percent of Taiwanese between 12 and 65 years of age used LINE in the first half-year of 2016 (Yeh, 2017). Due to the personal and portable nature incorporated into learning, the Mobile Instant Messaging (MIM) app may have the potential to be employed as a compelling learning tool in higher education (Hsieh & Wu, 2013;Rambe & Bere, 2013;Van de Bogart & Wichadee, 2015;Wang et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…Despite the popularity and extensive use of LINE by students, its usage as a virtual learning companion has not made significant inroads into mobile learning studies (Hsieh & Wu, 2013). Nonetheless, the pedagogical potential of MIM remains one of the least explored functionalities of smartphones in higher education institutions (Rambe & Bere, 2013;Van de Bogart & Wichadee, 2015).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Utilizing Wikis and a LINE Messaging App in Flipped Classrooms

Chen

2017

EURASIA J MATH SCI T

View full text Add to dashboard Cite

The aim of this research is to identify students' perception of the utilization of wikis, LINE, and flipped teaching strategies in a Research Methodology course at a university in Taiwan. Q-methodology, a combination of qualitative and quantitative research, was employed for this study, and sixteen participants were asked to rank-order 30 statements related to the integration of wikis and LINE in a flipped classroom. Correlation, a centroid factor analysis, and judgmental rotation were used to identify the significant factors. The two factors that represented groups of participants with a similar perception were extracted and the results were as follows; (1) learners could be divided into those with a strong positive feeling about group-based activities and selfpaced learning (Collaborative Achiever) and those who had a positive reaction to collaboration, but expressed concern about tension caused by competition (Collaborative Competitor), and (2) all the participants agreed that they were highly engaged and motivated when using Wikispaces and LINE in the flipped classroom based on the advantages of a timely and easy-to-use IT environment, self-regulated learning, virtual community companion, collaborative work, and the building and sharing of knowledge. The theoretical and practical implications of the results were discussed.

show abstract

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Utilizing Wikis and a LINE Messaging App in Flipped Classrooms

Chen

2017

EURASIA J MATH SCI T

View full text Add to dashboard Cite

show abstract

“…According to Novak and Gowin (1984), a concept map is a schematic device for representing a set of concept meanings embedded in a framework of propositions. This is a graphically organised design and moreover in an hierachical manner showing significant conceptual relationship with keywords (Hsieh et al, 2016).…”

Section: Open Accessmentioning

confidence: 99%

Effects of School Location on Students’ Achievement in Photosynthesis Based on Concept Mapping Instructional Strategy

Bizimana

Mutangana

Mwesigye

2022

Eurasian Journal of Science and Environmental Education

View full text Add to dashboard Cite

Despite years of research, students' difficulties in understanding and retention of photosynthesis concept have persisted among secondary school students, especially in rural areas. Consequently, this study examined the effect of school location on lower secondary school students' academic achievement in photosynthesis based on the concept mapping (CM) instructional strategy. The design of the study was a non-randomized pre-test, post-test control group quasi-experimental. The population of the study was 6,708 students from which a sample of 192 students was purposively sampled from four schools. Photosynthesis achievement test with the reliability value of 0.82 determined using the Kuder-Richardson 21-Formula was used for data collection. Data were mainly analyzed using mean and standard deviations to answer the research questions while analysis of covariance was used to test the hypotheses at 0.05 level of significance. Among others, the result showed no significant difference between rural and urban students' achievement taught photosynthesis using the CM (F(1, 91)=2.340, p=.130>.05). Based on the findings, it was recommended among other things that the CM should be adopted by biology teachers in secondary schools as an instructional strategy and that faculties and colleges of education in various schools of higher learning should ensure that CM is included as a viable alternative strategy of teaching biology.

show abstract