Fang-Ying Yang

• Ed.D
• Professor at National Taiwan Normal University

In a sample of 323 engineering students, structural equation modeling was used to test hypothesized relationships between beliefs about the nature of knowledge in science, beliefs about the process of justification for knowing in science, and argumentative reasoning about an ill-structured social-scientific issue. Beliefs about justification for kn...

The main purpose of the study was to explore how different augmented 3D visualizations may affect the learning of complex science concepts using the eye tracking method. An Augmented Reality (AR) learning system incorporated with different 3D visualizations was developed to assist conceptual learning in the topic of “molecular shapes.” Learners' vi...

The purpose of this study was to analyze visual attention during students’ learning of Toulmin’s argument pattern (TAP) and the effects of epistemic beliefs in science on the understanding of argument components. A total of 43 undergraduates were recruited through the Internet. Online questionnaires targeting beliefs about knowledge in science [Con...

Although AR technology seems to be promising for helping students learn complicated and abstract concepts, whether the positive effects of this new technology can be applied to the learning of three-dimensional geometric concepts, and what factors might mediate its effectiveness are questions worth further investigation. This study used the eye-tra...

In a sample of 455 Taiwanese upper‐secondary school students, latent variable structural equation modeling was used to test hypothesized relationships between beliefs about knowledge in science, beliefs about justification for knowing in science, and justification of knowledge claims concerning science encountered on the Internet. Results indicated...

星體運動是天文教育的重要核心概念之一，但該概念複雜，學生常遭遇學習困難， 教學上亦富有挑戰性。為此，本研究採用認知心理學中的專家生手典範，招募38位受過國 民基本教育、擁有先備知識者為研究對象，以眼球追蹤技術輔以訪談，探究在解答「恆星 與太陽視運動測驗」這類結構良好的問題時，高、低表現者的認知歷程差異，期許能對教 學實務有所貢獻。研究發現：一、高表現者雖有展現向前思考的特徵，即會較費心地理解 題幹敘述以形成問題表徵、較能確定正確答案，但也會彈性搭配「手段—目標分析」的廣 泛型解題策略解題，以縮小目標範圍，更有效率地解答。二、在解答結構良好的單一選擇 題時，高分組主要經歷「上而下」的認知歷程—能以所學知識辨識關鍵區域並解碼訊 息，和激活解題所需的領域概念知識。因此，是由長期記憶知識結構的組織品...

Science learning requires visuospatial thinking. Accordingly, spatial ability is regarded as the key to learning science well, but its effects are sometimes not as significant as expected. To this end, this research aims to conceptualize spatial abilities and to clarify their relation to science learning based on an analysis of empirical studies. C...

The article is a part of master thesis of Middle school students' epistemic beliefs and learning of scientific argumentation in the northeastern region of Thailand. This part was aimed to examine students' performance of making argument in learning science. To enhance the performance, the Argumentative Inquiry Model (AIM) is implemented in science...

The article is a part of master thesis of Middle school students' epistemic beliefs and learning of scientific argumentation in the northeastern region of Thailand. This part was aimed to examine students' performance of making argument in learning science. To enhance the performance, the Argumentative Inquiry Model (AIM) is implemented in science...

The purpose of this study was to compare the differences in the epistemic beliefs in science, performance of scientific reasoning, and science learning experiences of university students from Taiwan and India. The associations between these variables were also analyzed and discussed. A total of 126 university students including 67 from Taiwan and 5...

The purpose of this study was to investigate the effect of Augmented Reality (AR) assisted learning environment on students' learning performance. A total of 30 students were invited to learn the topic of geometry in different instructional settings. One group of students learned geometry with only paper information, another with paper information...

The purpose of this study was to develop and validate an online contextualized test for assessing students’ understanding of epistemic knowledge of science. In addition, how students’ understanding of epistemic knowledge of science interacts with learner factors, including time spent on science learning, interest, self-efficacy, and gender, was als...

The main purpose of this study was to provide instructional suggestions for supporting science learning in digital environments based on a review of eye tracking studies in e-learning related areas. Thirty-three eye-tracking studies from 2005 to 2014 were selected from the Social Science Citation Index (SSCI) database for review. Through a literatu...

The main goal of this study was to investigate how readers’ visual attention distribution during reading of conflicting science information is related to their scientific reasoning behavior. A total of 25 university students voluntarily participated in the study. They were given conflicting science information about earthquake predictions to read w...

Increasing attention has been paid to mobile learning studies. However, there is still a dearth of studies investigating the moderating effect of proactive personality on mobile learning achievements. Accordingly, the primary purpose of this study is not only to investigate the key elements that could improve the effectiveness and efficiency of mob...

本研究旨在 天文 的 背景脈絡 下， 探討 個人 科學認識信念、科學學科表現 及 儲存在 長期知識結構中，陳述性知識與程序性知識間的關係。 基於研究目的 選取修習過「太陽視軌跡」 簡介課程 者 即大一及大二學生 共 35人參與研究。 分析的結果顯示，學生的科學學科表現 ；包含標準化測驗及天文繪圖測驗的成 績 僅 與 科學認識信念中 屬於科學知識本質的信念，即： 確定性及發展兩個向度 較為有 關 。 而程序性知識 的提取數量 則 與 科學認識信念中的四個向度 來源、 確定性、發展、辯證皆達（近似）顯著相關。 綜合上述， 由於程序性知識是經 由概念理解後， 確實知道如何做（解題）的動態知識， 因此， 對 科學知識形成 過程 的觀點 很 可能 進一步 影響動態知識的豐富程度 。

This chapter discusses the cultural differences in learners’ epistemic beliefs (EBs) and the relations with science learning by cross comparing empirical studies from different countries in the recent 10 years. The reviewed papers were collected from the Social Science Citation Index (SSCI) database on the research platform, Web of Knowledge, from...

The main purpose of this study was to explore learners' beliefs about science reading and scientific epistemic beliefs, and how these beliefs were associating with their understanding of science texts. About 400 10th graders were involved in the development and validation of the Beliefs about Science Reading Inventory (BSRI). To find the effects of...

Eye-tracking techniques have the potential to reveal learning processes and problem solving strategies when dealing with science content. For instance, locations, durations, and numbers of gazes in predefined areas of interest together with transitions between areas indicate the degree of attention allocation to these areas. These measures combined...

This study explores students' cognitive processes while debugging programs by using an eye tracker. Students' eye movements during debugging were recorded by an eye tracker to investigate whether and how high- and low-performance students act differently during debugging. Thirty-eight computer science undergraduates were asked to debug two C progra...

The primary purpose of this study was to explore not only the effects of epistemic beliefs in science on science-text reading but also the gender differences in epistemic beliefs and the reading process. The interactions between gender and epistemic beliefs during reading were also explored. A total of 25 university students, 13 male and 12 female,...

There were two purposes in the study. One was to explore the cognitive activities during spatial problem solving and the other to probe the relationship between spatial ability and science concept learning. Twenty university students participated in the study. The Purdue Visualization of Rotations Test (PVRT) was used to assess the spatial ability,...

This study was designed to explore cognitive processes during spatial problem solving, and to probe the relations between spatial ability and science learning. Purdue Visualization of Rotations Test (PVRT) was used to assess the spatial ability. Eye tracking and interview methods were employed to analyze the cognitive processes. Meanwhile, a concep...

This study aims to disclose how eye-tracking technology has been applied to studies of learning, and what eye movement measures have been used for investigations by reviewing studies that have employed the eye-tracking approach. A total of 81 papers including 113 studies were selected from the Social Sciences Citation Index database from 2000 to 20...

The purpose of the study was to explore the judgment criteria used by university students for evaluating online information about a socio-scientific issue and the associations, if any, with their epistemic beliefs. The problem context was a socio-scientific issue concerning the impact of electromagnetic waves on human health. The participants were...

This study attempted to explore the association, if any, between academic and social motivations including goal, value, belief and expectation factors and their influences on academic achievement in science among the junior-high school students. Two questionnaires, namely "Social Expectation Questionnaire" (SEQ) and "Internal Learning Motivation Qu...

This study employed an eye-tracking technique to examine students’ visual attention when solving a multiple-choice science problem. Six university students participated in a problem-solving task to predict occurrences of landslide hazards from four images representing four combinations of four factors. Participants’ responses and visual attention w...

The objective of this chapter is to present learner characteristics that mediate web-based learning. These characteristics include personal epistemological beliefs, beliefs about web-based learning, social-cultural beliefs, and preferences toward web-based learning environments. In addition to the effects of these affective factors, another factor...

The research about personal epistemology explores people’s beliefs about the nature of knowledge and knowing. Educators assert that an individual’s personal epistemology guides his or her learning. In the research of science education, much attention in the recent decade has been devoted to relevant studies across different ages and groups of learn...

By classifying graphical displays, the main purpose of this study is to examine the graphical representations in earth science textbooks used in the senior high school in Taiwan. The material to be analyzed is the tenth-grade earth science textbooks. There are 5 versions of the textbooks. Three versions with highest rates of adoption in schools are...

This study measured high-school learners' cognitive load as they interacted with different web-based curriculum components, and examined the interactions between cognitive load and web-based concept learning. Participants in this study were 105 11th graders from an academic senior high school in Taiwan. An online, multimedia curriculum on the topic...

In order to fulfill social responsibility, one of the goals in science education is to equip students with the competence of scientific reasoning. Nevertheless, psychological studies have found that people in general do not have adequate ability to make scientific arguments in everyday situations. Later studies found that the inadequate ability was...

Introduction In the science education community, there is a growing consensus that in addition to conceptual knowledge, we need to introduce learners to another important facet of science, that is, how we create new knowledge. In other words, students should be better educated in the use of certain established ways of thinking in science (e.g., Dus...

The educational reform movement since the 1990s has led the secondary earth science curriculum in Taiwan into a stage of reshaping. The present study investigated secondary earth science teachers' perceptions on the Goals of Earth Science Education (GESE). The GESE should express the statements of philosophy and purpose toward which educators direc...

The purpose of the study is to explore three kinds of personal affective traits among high-school students and their effects on web-based concept learning. The affective traits include personal preferences about web-based learning environments, personal epistemological beliefs, and beliefs about web-based learning. One hundred 11th graders particip...

This study investigated the views about constructivist instruction and personal epistemology of the secondary earth science teachers in Taiwan. Participants were assessed through a paper-and-pencil survey and a Learning environment preference questionnaire (LEP) designed to explore personal epistemology. On a five-point Likert scale, teachers, on a...

Psychological studies have shown that personal beliefs about learning and environmental preferences affect learning behaviors. However, these learner characteristics have not been widely discussed in the web-based context. By developing questionnaires, this study attempted to detect learners’ web-based learning environmental preferences (WLEP) and...

This study investigated their views concerning evidence and expert opinion of 10th-grade students, accessed by an open-ended questionnaire in the context of a socio-scientific issue: the cause of flood disasters, and personal epistemology identified by the Learning Environment Preference Questionnaire (LEP). Students' responses to the open-ended qu...

This study examined 10th-grade students' use of theory and evidence in evaluating a socio-scientific issue: the use of underground water, after students had received a Science, Technology and Society-oriented instruction. Forty-five male and 45 female students from two intact, single-sex, classes participated in this study. A flow-map method was us...

This study examined senior high school students' cognitive orientation toward scientific or social information, designated as information preference, and associated preferential reasoning modes when presented with an environmental issue concerning nuclear energy usage. The association of the information preference variable with some academic and pe...

This study examined reasoning and problem solving by 182 12th grade students in Taiwan when considering a socio-scientific issue regarding the use of nuclear energy. Students' information preferences, background characteristics, and eleven everyday scientific thinking skills were scrutinized. It was found most participants displayed a willingness t...

A partially purified fraction SVc and a purified homogeneous polypeptide SVIII were isolated from the scorpion (Buthus martensii Kashi) venom, collected in Shan Dong Province of China. SVc decreased the RCR, ADP/O and Qo2 of the rat brain mitochondria. It also decreased the cytochrome oxidase activity and increased the membrane lipid fluidity of th...

Thesis (Ph. D.)--North Carolina State University, 1998. Includes vita. Includes bibliographical references. Microfilm.