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Lin, Xiao-Fan; Tang, Dandan; Shen, Weipeng; Liang, Zhong-Mei; Tang, Yaner; Tsai, Chin-Chung – International Journal of Science Education, 2020
This study examines the correlations between perceived technology-assisted teacher support; student hardiness (i.e. individual commitment, challenge, and control); and technology-embedded scientific inquiry (TESI) using a mediational model approach. Data were gathered from the series of questionnaires administered to 1566 Chinese students with an…
Descriptors: Foreign Countries, Technology Uses in Education, Scientific Research, Student Characteristics
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Hong, Jon-Chao; Hwang, Ming-Yueh; Tai, Kai-Hsin; Tsai, Chi-Ruei – Research in Science Education, 2017
Based on the cognitive-affective theory, the present study designed a science inquiry learning model, "predict-observe-explain" (POE), and implemented it in an app called "WhyWhy" to examine the effectiveness of students' science inquiry learning practice. To understand how POE can affect the cognitive-affective learning…
Descriptors: Science Instruction, Cognitive Processes, Difficulty Level, Anxiety
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Simonson, Michael, Ed. – Association for Educational Communications and Technology, 2013
For the thirty-sixth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Anaheim, California. The Proceedings of AECT's Convention are published in two…
Descriptors: Educational Technology, Discussion Groups, Content Analysis, Games