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  • 1.
    Chang Rundgren, Shu-Nu
    Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Educational Sciences.
    How does background affect attitudes to socioscientific issues in Taiwan?2011In: Public Understanding of Science, ISSN 0963-6625, E-ISSN 1361-6609, Vol. 20, no 6, p. 722-732Article in journal (Refereed)
    Abstract [en]

    Based upon the goal of scientific literacy and the importance of socioscientific issues (SSIs), the purpose of this study was to investigate the Taiwanese public’s awareness of, inclinations to buy/use, and their attitudes towards three attributes of SSIs including genetically modified food (GM food), organic food, and DDT and malaria (DDT). Data from a total of 865 participants across ten populations (six different educational levels and four different vocations) were validated and analyzed. The results revealed that the awareness regarding GM food and DDT increased with the levels of education. The inclinations to buy/use and the attitudes towards the three SSIs, were not related to levels of education, vocation or gender, but were related to attributes of the SSIs. The implications for education and policy development are discussed.

  • 2.
    Chang Rundgren, Shu-Nu
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    How does background affect attitudes to socioscientific issues in Taiwan?2011In: Public Understanding of Science, ISSN 0963-6625, E-ISSN 1361-6609, Vol. 20, no 6, p. 722-732Article in journal (Refereed)
    Abstract [en]

    Based upon the goal of scientific literacy and the importance of socioscientific issues (SSIs), the purpose of this study was to investigate the Taiwanese public’s awareness of, inclinations to buy/use, and their attitudes towards three attributes of SSIs including genetically modified food (GM food), organic food, and DDT and malaria (DDT). Data from a total of 865 participants across ten populations (six different educational levels and four different vocations) were validated and analyzed. The results revealed that the awareness regarding GM food and DDT increased with the levels of education. The inclinations to buy/use and the attitudes towards the three SSIs, were not related to levels of education, vocation or gender, but were related to attributes of the SSIs. The implications for education and policy development are discussed

  • 3.
    Chang Rundgren, Shu-Nu
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Rundgren, Carl-Johan
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    SEE-SEP: From a separate to a holistic view on socio-scientific issues2010In: Asia-Pacific Forum on Science Learning and Teaching, E-ISSN 1609-4913, Vol. 11, no 1, p. Article 2-Article in journal (Refereed)
    Abstract [en]

    The trend of socioscientific issues (SSIs) has been emergent in the science- and technology-dominated society of today. Accordingly, during the past 20 years, students’ skills of argumentation and informal reasoning about SSIs have achieved greater emphasis and profile in school education. Based upon the importance of SSIs, more and more researchers have investigated how students reason and make arguments about SSIs, and also explored the dimensions influencing students’ arguments and also involved in the various SSIs. This article has a threefold purpose. Firstly, we want to address the different roles of SSIs in science education nowadays, and secondly, after reviewing the divergent dimensions involved in SSIs from previous literature, we want to provide a holistic view to represent the essence of SSIs via the SEE-SEP model (connecting six subject areas of Sociology/culture, Environment, Economy, Science, Ethics/morality and Policy with three aspects of value, personal experience and knowledge) developed here. Thirdly, to support the SEE-SEP model, examples extracted from former studies are presented. The implications for research and for school science education are discussed.

  • 4.
    Chang Rundgren, Shu-Nu
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Rundgren, Carl-Johan
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Chang, Chun-Yen
    NTNU.
    Tseng, Y-H
    NTNU.
    Cultural comparison of scientific literacy in media (SLiM) – From the perspective of biology subject2010Conference paper (Refereed)
  • 5.
    Chang Rundgren, Shu-Nu
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Rundgren, Carl-Johan
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Chang, C-Y
    NTNU.
    Comparing Swedish senior high and undergraduate students’ scientific literacy in media (SLiM) regarding biological terms2010Conference paper (Refereed)
  • 6.
    Chang, Shu-Nu
    Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Educational Sciences.
    Externalizing students' mental models through concept maps2007In: Journal of Biological Education, ISSN 0021-9266, E-ISSN 2157-6009, Vol. 41, no 3, p. 107-112Article in journal (Refereed)
  • 7.
    Chang, Shu-Nu
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Social and Welfare Studies.
    Implementing “Science Across the World” in a Resource-Based Learning Activity regarding Sustainable Development Issues2007In: Science Education International, ISSN 1022-6117, Vol. 18, no 4, p. 245-254Article in journal (Refereed)
    Abstract [en]

     The rapid development of science and technology has become a global issue in modern society, since it will not only bring conveniences into peoples lives but it may also cause extensive environmental damage to the planet earth. Therefore, it is important to propagate the notion of Science Technology and Society (STS) and the awareness of sustainable development. The purpose of this study was to implement a Science across the World (SAW) activity in a resource-based environment regarding two sustainable issues, global warming and renewable energy, and to investigate students responses to this SAW activity. Seventy-eight non-science major freshmen participated in the study. The results from participants questionnaires indicated that students felt most interested in exploring ideas locally via Internet, and exchanging information with students from other countries globally. Through this activity, students also presented the positive results of the acquisition of knowledge, and they felt that their inquiry abilities got improved. Implication of STS teaching on students learning and attitudes are discussed. KEY WORDS: Resource-based learning, science across the world, STS, sustainable development.

  • 8.
    Chang, Shu-Nu
    Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Educational Sciences.
    Investigate creative problem solving from the cases of patents2003In: Business Education Quarterly, Vol. 90, p. 48-52Article in journal (Refereed)
  • 9.
    Chang, Shu-Nu
    Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Educational Sciences.
    Investigating Taiwanese 9th-graders’ scientific literacy via authentic assessment2008In: Asia - Pacific Forum on Science Learning and Teaching, ISSN 1609-4913, Vol. 9, no 1, p. article 15-Article in journal (Refereed)
    Abstract [en]

    The purpose of this study is to introduce Taiwanese last curriculum standards and the development of authentic assessment to investigate 9th-graders’ scientific literacy in Taiwan. From this study, it was revealed that authentic assessment provided another possibility to evaluate students’ scientific cognition better than the traditional achievement tests. Besides, the hands-on activity developed by this study offered an opportunity to make students enjoy the examination more and showed a higher consistency with lower-achievement students’ performance on the national entrance exam. The discussion and implementation are presented.

  • 10.
    Chang, Shu-Nu
    Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Educational Sciences.
    Teaching argumentation through the visual models in a resource-based learning environment2007In: Asia - Pacific Forum on Science Learning and Teaching, ISSN 1609-4913, Vol. 8, no 1, p. article 5-Article in journal (Refereed)
    Abstract [en]

    Scientific literacy is the ultimate goal in science education world-wide; especially in this modern society of science and technology. How to help individuals to make good judgments and promote their skills of argumentation becomes an important issue. Meanwhile, in the Information Age, visual image is an important medium for conveying information. The purpose of this study is to teach argumentation through visual models in a non-science major class and to investigate which visual models of argumentation students like to choose for constructing their arguments concerning genetically modified food in a resource-based learning environment. The results revealed that most of the participants chose Lakatos’ scientific research programmes as the model to construct their arguments most, and there were three kinds of reasons participants provided about why they chose this model. In addition, the questions concerning genetically modified food that students felt interested to explore were also investigated. The implications for teaching are discussed.

  • 11.
    Chang, Shu-Nu
    Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Educational Sciences.
    The investigation of the current Taiwanese senior high school students’ attitudes towards the vocation for science2005In: Taiwan Education Review, Vol. 636, p. 33-37Article in journal (Refereed)
  • 12.
    Chang, Shu-Nu
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    The learning effect of modelling ability instruction2008In: Asia-Pacific Forum on Science Learning and Teaching, ISSN 1609-4913, E-ISSN 1609-4913, Vol. 9, no 2, article id 3Article in journal (Refereed)
    Abstract [en]

    To achieve the goal of scientific literacy, besides conveying science and technology concepts, cultivating students' modeling ability has become important. However, in-service teachers face the difficulty that their teaching load increases while they are still bound by limited teaching hours. Teachers may know of modeling ability, life related content and hands-on activities which are all important and beneficial for science learning; however, they very often find it is hard to engage all these methods into their limited teaching hours. Therefore, the purpose of this study is to develop an efficient method of instruction based upon the frameworks of cognitive apprenticeship and modeling ability to promote students' modeling ability and scientific concept regarding battery. A topic oriented instructional design has been adopted to develop a four-lesson instruction (200 minutes in total). There were 149 non-science majors from three classes invited to participate in this study. They were randomly assigned different instructions, and students' performances were evaluated by three kinds of tests: the general modeling ability test, concept tests and context-based modeling tests. The results indicate cognitive apprenticeship and modeling ability instruction could significantly improve students' modeling ability and also enhance their learning regarding the concept of the battery. However, it is remarkable to point out that, "modeling ability instruction" and the "video lab" provided in this study play the crucial roles. The implication of this study is also discussed.

  • 13.
    Chang, Shu-Nu
    Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Educational Sciences.
    To reflect educational learning via researches in cognitive science: In the case of reasoning2004In: Research and Development in Science Education Quarterly, Vol. 34, p. 29-40Article in journal (Refereed)
  • 14.
    Chang, Shu-Nu
    Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Educational Sciences.
    Using authentic assessment to investigate modeling ability2008In: Science Education Monthly, Vol. 308, p. 2-6Article in journal (Refereed)
  • 15.
    Chang, Shu-Nu
    et al.
    Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Educational Sciences.
    Chiu, M. H.
    National Taiwan Normal University.
    Lakatos' scientific research programmes as a framework for analysing informal argumentation about socioscientific issues2008In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 30, no 13, p. 1753-1773Article in journal (Refereed)
    Abstract [en]

    The purpose of this study is to explore how Lakatos' scientific research programmes might serve as a theoretical framework for representing and evaluating informal argumentation about socio-scientific issues. Seventy undergraduate science and non-science majors were asked to make written arguments about four socio-scientific issues. Our analysis showed that the science majors' informal arguments were significantly better than the non-science majors' arguments. In terms of the resources for supporting reasons, we find that personal experience and scientific belief are the two categories that are generated most often in both groups of the participants. Besides, science majors made significantly greater use of analogies, while non-science majors made significantly greater use of authority. In addition, both science majors and non-science majors had a harder time changing their arguments after participating in a group discussion. In the study of argumentation in science, scholars have often used Toulmin's framework of data, warrant, backing, qualifiers, claims, and rebuttal. Our work demonstrates that Lakatos' work is also a viable perspective, especially when warrant and backing are difficult to discern, and when students' arguments are resistant to change. Our use of Lakatos' framework highlights how the 'hard core' of students' arguments about socio-scientific issues does, indeed, seem to be protected by a 'protective belt' and, thus, is difficult to alter. From these insights, we make specific implications for further research and teaching.

  • 16.
    Chang, Shu-Nu
    et al.
    Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Educational Sciences.
    Chiu, Mei-Hung
    National Taiwan Normal University.
    The development of authentic assessments to investigate ninth graders' scientific literacy: in the case of scientific cognition concerning the concepts of chemistry and physics2005In: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774, Vol. 3, no 1, p. 117-140Article in journal (Refereed)
    Abstract [en]

    Scientific literacy and authenticity have gained a lot of attention in the past few decades worldwide. The goal of the study was to develop various authentic assessments to investigate students scientific literacy for corresponding to the new curriculum reform of Taiwan in 1997. In the process, whether ninth graders were able to apply school knowledge in real-life problems was also investigated. Over the course of our two-year study, we developed authentic assessments to investigate a stratified random sampling of 1,503 ninth graders levels of scientific literacy, including scientific cognition, process skills, application of science, habits of mind, nature of science, and attitude towards science. The purpose of this article is to discuss three different formats of authentic assessments: multiple-choice, open-ended, and hands-on test items, which we developed to investigate scientific cognition. To validate the three formats of authentic assessments, students performance on these three assessments were compared with the science section of Taiwans Academic Attainment Testing (STAAT), and the values of Pearson correlation coefficient were all at the significant level, ranging from 0.205 to 0.660 (p<0.01). We found that our three authentic assessments were better in evaluating students authentic abilities in science than standardized tests (such as STAAT). Further authentic assessments, particularly the hands-on activity, benefited low-achieving students. Concerning the common themes tested in the authentic assessments, students performed better in a multiple-choice test than an open-ended test on electricity and heat and temperature. In addition, two themes of chemical reactions and reactions of acid and base with indicators were performed best in a hands-on test than in the other two tests. In this article, we provide evidence that authentic assessments could be developed in different formats to investigate students scientific cognition as part of the national test. Of these formats, the multiple-choice, open-ended, and hands-on test items are all shown to be sensitive in their evaluation of students cognition in science.

  • 17.
    Chang, Shu-Nu
    et al.
    Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Educational Sciences.
    Lin, C. H.
    National Yang-Ming University, Shih-Pai, Taipei, Taiwan.
    Lin, A.
    National Yang-Ming University, Shih-Pai, Taipei, Taiwan.
    An acidic amino acid cluster regulates the nucleolar localization and ribosome assembly of human ribosomal protein L222000In: FEBS Letters, ISSN 0014-5793, E-ISSN 1873-3468, Vol. 484, no 1, p. 22-28Article in journal (Refereed)
    Abstract [en]

    The control of human ribosomal protein L22 (rpL22) to enter into the nucleolus and its ability to be assembled into the ribosome is regulated by its sequence. The nuclear import of rpL22 depends on a classical nuclear localization signal of four lysines at positions 13-16. RpL22 normally enters the nucleolus via a compulsory sequence of KKYLKK (I-domain, positions 88-93). An acidic residue cluster at the C-terminal end (C-domain) plays a nuclear retention role. The retention is concealed by the N-domain (positions 1-9) which weakly interacts with the C-domain as demonstrated in the yeast two-hybrid system. Once it reaches the nucleolus, the question of whether rpL22 is assembled into the ribosome depends upon the presence of the N-domain. This suggests that the N-domain, on dissociation from its interaction with the C-domain, binds to a specific region of the 28S rRNA for ribosome assembly.

  • 18.
    Chang, Shu-Nu
    et al.
    Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Educational Sciences.
    Yeung, Yau-Yuen
    Hong Kong Institute of Education.
    Cheng, May Hung
    Hong Kong Institute of Education.
    Ninth graders’ learning interests, life experiences and attitudes towards science & technology2009In: Journal of Science Education and Technology, ISSN 1059-0145, E-ISSN 1573-1839, Vol. 18, no 5, p. 447-457Article in journal (Refereed)
    Abstract [en]

    Students’ learning interests and attitudes toward science have both been studied for decades. However, the connection between them with students’ life experiences about science and technology has not been addressed much. The purpose of this study is to investigate students’ learning interests and life experiences about science and technology, and also their attitudes toward technology. A total of 942 urban ninth graders in Taiwan were invited to participate in this study. A Likert scale questionnaire, which was developed from an international project, ROSE, was adapted to collect students’ ideas. The results indicated that boys showed higher learning interests in sustainability issues and scientific topics than girls. However, girls recalled more life experiences about science and technology in life than boys. The data also presented high values of Pearson correlation about learning interests and life experiences related to science and technology, and in the perspective on attitudes towards technology. Ways to promote girls’ learning interests about science and technology and the implications of teaching and research are discussed as well.

  • 19.
    Christenson, N.
    et al.
    Karlstad University.
    Chang Rundgren, Shu-Nu
    Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Educational Sciences.
    Höglund,, H.-O.
    Karlstad University.
    Analysing upper secondary students’ use of supporting reasons in arguing socioscientific issues through the SEE-SEP modelIn: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289Article in journal (Refereed)
  • 20.
    Christenson, Nina
    et al.
    Karlstad University.
    Chang Rundgren, Shu-Nu
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Investigating students’ use of knowledge, value and personal experiences (KVP) in relation to the different attributes of socioscientific issues2010Conference paper (Refereed)
  • 21.
    Christenson, Nina
    et al.
    Karlstad University.
    Chang Rundgren, Shu-Nu
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Höglund, H.-O.
    Karlstad University.
    Upper secondary students’ use of scientific knowledge in arguing socioscientific issues2010Conference paper (Refereed)
  • 22.
    Ingelsson, Urban
    et al.
    Linköping University, Department of Computer and Information Science, ESLAB - Embedded Systems Laboratory. Linköping University, The Institute of Technology.
    Chang, Shih-Yen
    Linköping University, Department of Computer and Information Science, ESLAB - Embedded Systems Laboratory. Linköping University, Faculty of Educational Sciences.
    Larsson, Erik
    Linköping University, Department of Computer and Information Science, ESLAB - Embedded Systems Laboratory. Linköping University, The Institute of Technology.
    Measurement Point Selection for In-Operation Wear-Out Monitoring2011In: 14th IEEE Symposium on Design and Diagnostics of Electronic Circuits and Systems (DDECS11), Cottbus, Germany, April 13-15, 2011., IEEE , 2011, p. 381-386Conference paper (Refereed)
    Abstract [en]

    In recent IC designs, the risk of early failure due to electromigration wear-out has increased due to reduced feature dimensions. To give a warning of impending failure, wearout monitoring approaches have included delay measurement circuitry on-chip. Due to the high cost of delay measurement circuitry this paper presents a method to reduce the number of necessary measurement points. The proposed method is based on identification of wear-out sensitive interconnects and selects a small number of measurement points that can be used to observe the state of all the wear-out sensitive interconnects. The method is demonstrated on ISCAS85 benchmark ICs with encouraging results.

  • 23.
    Rundgren, Carl-Johan
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Chang Rundgren, Shu-Nu
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Chang, C-Y
    NTNU.
    Are you SLiM from a biological perspective? -- Evaluating scientific literacy in media regarding biological terms2010Conference paper (Refereed)
  • 24.
    Rundgren, Carl-Johan
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Chang Rundgren, Shu-Nu
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Schönborn, Konrad
    Linköping University, Department of Science and Technology, Visual Information Technology and Applications (VITA). Linköping University, The Institute of Technology.
    Students’ conceptions of water transport2010In: Journal of Biological Education, ISSN 0021-9266, Vol. 44, no 3, p. 129-135Article in journal (Refereed)
    Abstract [en]

    Understanding the diffusion of water into and out of the cell through osmosis is fundamental to the learning and teaching of biology. Although the movement of water into (and out of) the cell is typically thought of as occurring directly across the lipid bilayer, the major proportion of osmosis actually occurs via specialized transmembranal water-channels called aquaporins. The objective of this study was to investigate students’ prior knowledge of water transport from Taiwan and Sweden by three individual studies. A questionnaire with open-ended question and question using a Likert scale was used at upper secondary level and an open-ended questionnaire was developed to let university students draw and write down their ideas. The results generated from three individual studies including an initial study conducted with 118 Swedish upper secondary biology students, and the other two studies implemented in Taiwan with 101 non-science majors and in Sweden with 37 science majors enrolled in a third-year biochemistry course. The results from the initial study indicated that 50% of respondents to a questionnaire on diffusion seemed to be oblivious of the fact that water is transported through the cell membrane through specialised channels. The Taiwanese data showed that the non-science majors explained water transport mainly as a phenomenon occurring at a cellular level. Furthermore, the majority of the students showed no awareness of specialised water channels and seemed to think that water molecules can diffuse directly into (and out) of the cell membrane. From the Swedish students’ responses, surprisingly, one third of these “expert” students did not provide explanations of water transport that involved specialised water channels. In addition, a larger proportion of the students (41%) used explanations on a molecular level than the Taiwanese students, but the majority (54%) still based their explanations on cellular level descriptions of the process. The preliminary findings of the study presented here indicate that the majority of the students in this study thought that water penetrates the bilayer directly. Our results indicate that teaching the topic of diffusion is often not up to date with the current world-view of science.

  • 25.
    Rundgren, Carl-Johan
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Chang Rundgren, Shu-Nu
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science.
    Tseng, Yuen-Hsien
    National Taiwan Normal University.
    Chang, Chun-Yen
    National Taiwan Normal University.
    Difficult biological concepts in media coverage2011Conference paper (Refereed)
    Abstract [en]

    The ability of citizens to be able to understand and critically read and discuss the scientific reports presented in media is of inc creasing importance in science education. The SLiM (Scientific Literacy in Media) approach, on which this study is based, gives a possibility to measure scientific literacy based on the most commonly appearing scientific terms in news media. This study analyzed the 22 biology items from the prior SLiM study and identified the most difficult biology concepts for Taiwanese (N=619) and Swedish (N=117) non-science majors from university and upper secondary levels. The correct rate (%) of each item was analyzed to present students’ performances on each item. From the results, in general, it was found that Taiwanese students performed better than Swedish students at both university and upper secondary levels. However, Swedish university students were a bit better than the Taiwanese in definition-based (DB) items. Looking at the individual country, both Swedish and Taiwanese students’ performances on context-based (CB) items were better than DB items with significant difference (p<.01). Among the four items that were found difficult for both Swedish and Taiwanese students, two relates to biotechnology, and the other two are about function of enzymes and cell biology.

  • 26.
    Rundgren, Carl-Johan
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Chang Rundgren, Shu-Nu
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Tseng, Yuen-Hsien
    National Taiwan Normal University, Taipei.
    Lin, Pei-Ling
    National Taiwan Normal University, Taipei.
    Chang, Chun-Yen
    National Taiwan Normal University, Taipei.
    Are you SLiM? Developing an instrument for civic scientific literacy measurement(SLiM) based on media coverage2012In: Public Understanding of Science, ISSN 0963-6625, E-ISSN 1361-6609, Vol. 21, no 6, p. 759-773Article in journal (Refereed)
    Abstract [en]

    The purpose of this study is to develop an instrument to assess civic scientific literacy in media (SLiM). A total of 50 multiple-choice items were developed based on the 95 most common scientific terms appearing in media covering the subjects of biology (45.26%, 22 items), earth science (37.90%, 19 items), physics (11.58%, 6 items) and chemistry (5.26%, 3 items) in Taiwan. A total of 1034 students from three distinct groups (7th graders, 10th graders and undergraduates) were invited to participate in this study. The reliability of this instrument was 0.86 (KR20). The average difficulty of the SLiM ranged from 0.19 to 0.91, and the discrimination power is 0.1 to 0.59. According to participants’ performances on SLiM, it was revealed that 10th graders (Mean = 37.3±4.2) performed better than undergraduates (Mean = 33.0±5.5) and 7th graders (Mean = 26.7±8.3) with significant differences (p< .05).

  • 27.
    Rundgren, Carl-Johan
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Hirsch, Richard
    Linköping University, Department of Culture and Communication. Linköping University, Faculty of Arts and Sciences.
    Tibell, Lena A. E.
    Linköping University, Department of Science and Technology, Visual Information Technology and Applications (VITA).
    Chang Rundgren, Shu-Nu
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Social and Welfare Studies.
    Help-words – a Creative Way of Making Sense of visualizations in molecular life science2010Conference paper (Refereed)
    Abstract [en]

    When confronted with the representations and terms of science, students make meaning using the knowledge and language they possess. They make frequent use of conventional expressions, but they also use words that seemingly have no conventional meaning, here labelled help-words. This study explores the verbal resources upper secondary students use to make meaning of molecular life science. The paper gives a description of the phenomenon of non-conventionalised expressions, help-words, based on a study of 20 upper secondary students. The results indicate that help-words are meaningful in learning situations, especially in abstract disciplines such as molecular life science.

  • 28.
    Rundgren, Carl-Johan
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Hirsch, Richard
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Culture and Communication, Language and Culture.
    Tibell, Lena
    Linköping University, Department of Science and Technology, Visual Information Technology and Applications (VITA). Linköping University, Faculty of Educational Sciences.
    Chang Rundgren, Shu-Nu
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Students’ Use of Terms and Conceptual Understanding inMaking Meaning of Visualizations of Protein Function2010Conference paper (Refereed)
    Abstract [en]

    Molecular life science has become one of the fastest-growing fields regarding scientific and technical innovation. Images, diagrams and other forms of visualizations are playing increasingly important roles in molecular life science research, teaching and learning. This study examines how upper secondary students interpret visualizations of protein function. Thirteen upper secondary students and four tertiary students (majoring in biochemistry) were interviewed in semi-structured interviews. The interviews were structured around two 2D illustrations of proteins and an animated representation of water molecules being transported through a channel in the cell membrane. In the analysis of the transcripts, a score, based on the SOLO-taxonomy, was developed to evaluate the depth of students’ conceptual understanding. Furthermore, the relative use of scientific terms, metaphors, deictic and non-conventionalized expressions in the students’ explanations was also disclosed. The results indicate that the beginner students frequently use metaphors which came from their school education or created by themselves, i.e. spontaneous metaphors. Students also make use of non-conventionalized expressions that seemingly have no meaning in relation to scientific concepts and processes. The results from this study indicated that there was no simple positive correlation between use of scientific terms and the depth of conceptual understanding. Interestingly, in the interviews, non-conventionalized expressions were used to express conceptual understanding and they play a role in the meaning-making of the students. Moreover, the results revealed that difficulties in science education may to a large degree be connected to the potential problems concerning communicating the precise and general nature of scientific terms.

  • 29.
    Sie, Y.-L.
    et al.
    Tamkang University, Taiwan.
    Wang, T.-H.
    Tamkang University, Taiwan.
    Chang, H.-P.
    Tamkang University, Taiwan.
    Chang, Shu-Nu
    Tamkang University, Taiwan.
    Shih, T. K.
    Tamkang University, Taiwan.
    A SCORM-based caching strategy for supporting ubiquitous learning environment2006In: Autonomic and Trusted Computing: Third International Conference, ATC 2006, Wuhan, China, September 3-6, 2006. Proceedings / [ed] Laurence T. Yang, Hai Jin, Jianhua Ma and Theo Ungerer, Springer Berlin/Heidelberg, 2006, Vol. 4158, p. 551-560Chapter in book (Refereed)
    Abstract [en]

    With respect to the diverseness of learning devices and the different conditions of the internet connection availability, users might confront with some inevitable problems in traditional distance learning environment. The learning activities are always interfered while the network connection is failed. Furthermore, the learning contents become more and more miscellaneous with on-line multimedia presentations, and it is necessary for learners to wait for the learning resources to be downloaded from the remote learning server. In this paper, we propose a solution, called Caching Strategy, to solve those issues under the ubiquitous learning scope. According to some specific factors, we aim to provide the most needed learning resources for learners on the mobile learning devices even if the internet connection is not available intermittently. With our proposed methods, the waiting time of learning contents delivery can be reduced as well to smooth the learning activities online. In order to increase the efficiency of the strategy, we carefully examine some specific factors about the learning sequencing defined in the Sharable Content Object Reference Model (SCORM). After applying this strategy to distance learning system, the efficient ubiquitous learning will be easier to come true.

     

  • 30.
    Tseng, Yuen-Hsien
    et al.
    National Taiwan Normal University, Taipei, Taiwan.
    Chang, Chun-Yen
    National Taiwan Normal University, Taipei, Taiwan.
    Chang Rundgren, Shu-Nu
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Rundgren, Carl-Johan
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Mining Concept Maps from News Stories for Measuring Civic Scientific Literacy in Media.2010In: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 55, no 1, p. 165-177Article in journal (Refereed)
    Abstract [en]

    Motivated by a long-term goal in education for measuring Taiwanese civic scientific literacy in media (SLiM), this work reports the detailed techniques to efficiently mine a concept map from two years of Chinese news articles (901,446 in total) for SLiM instrument development. From the Chinese news stories, key terms (important words or phrases), known or new to existing lexicons, were first extracted by a simple, yet effective, rule-based algorithm. They were subjected to an association analysis based on their co-occurrence in sentences to reveal their term-to-term relationship. A given list of 3,657 index terms from science textbooks were then matched against the term association network. The resulting term network (including 95 scientific terms) was visualized in a concept map to scaffold the instrument developers. When developing an item, the linked term pair not only suggests the topic for the item due to the clear context being mutually reinforced by each other, but also the content itself because of the rich background provided by the recurrent snippets in which they co-occur. In this way, the resulting instrument (comprised of 50 items) reflect the scientific knowledge revealed in the daily news stories, meeting the goal for measuring civic scientific literacy in media. In addition, the concept map mined from the texts served as a convenient tool for item classification, developer collaboration, and expert review and discussion.

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