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This study developed a scale for evaluating how well students understand marine-resource conservation and sustainability; it evaluated the scale’s psychometric properties and investigated the gender difference in the scale’s score. We recruited 929 university students in Taiwan to answer a questionnaire developed using the scale. The scale’s reliability and validity were indicated through psychometric indicators—including Cronbach’s alpha, the multitrait-multimethod matrix, and confirmatory factor analysis results. Multiple-group structural equation modeling was used to test the measurement invariance of the scale and to compare the latent mean between the genders. The results of the various analyses confirmed that the scale met the requirements for psychometric assessments. Male and female students significantly differed in the cognitive and behavioral but not socio-emotional dimensions. Scholars can use this scale to investigate how the understanding of marine conservation relates to other factors.
Liang-Ting Tsai; Cheng-Chieh Chang; Pei-Hsi Hu. A scale for assessing student understandings of marine resource conservation and sustainability: psychometric verification and the latent mean difference between genders. Environmental Education Research 2021, 1 -14.
AMA StyleLiang-Ting Tsai, Cheng-Chieh Chang, Pei-Hsi Hu. A scale for assessing student understandings of marine resource conservation and sustainability: psychometric verification and the latent mean difference between genders. Environmental Education Research. 2021; ():1-14.
Chicago/Turabian StyleLiang-Ting Tsai; Cheng-Chieh Chang; Pei-Hsi Hu. 2021. "A scale for assessing student understandings of marine resource conservation and sustainability: psychometric verification and the latent mean difference between genders." Environmental Education Research , no. : 1-14.
This research examines senior high school students’ earth science learning effects, focusing on the influence of science reading beliefs when employing mobile devices. The revision of the Science Reader Belief Inventory (SRBI) was used to examine the connections for high school students’ personal scientific reading beliefs and reading comprehension of earth science learning effectiveness conditions when using mobile devices to learn. The learning outcome was determined using achievement tests. In this research, 97 students from three classes of first-year high school students were enrolled in an eight-week experimental teaching study followed by an achievement test. The major findings are as follows: (1) High school students’ transaction beliefs were stronger than transmission beliefs. Transaction beliefs were significantly correlated with transmission beliefs. (2) Scientific beliefs may take a long time to change. (3) Whereas traditional reading comprehension strategies seem to have relied more heavily on vocabulary development, in an e-learning environment, students tend to rely on sentence-level parsing to understand scientific texts. This research provides a reference for teachers within learning environments in which information is incorporated into technology instruction, and various learning scenarios are used.
Cheng-Chieh Chang; Liang-Ting Tsai; Chih-Hsuan Chang; Kuo-Chen Chang; Cheng-Fang Su. Effects of Science Reader Belief and Reading Comprehension on High School Students’ Science Learning via Mobile Devices. Sustainability 2021, 13, 4319 .
AMA StyleCheng-Chieh Chang, Liang-Ting Tsai, Chih-Hsuan Chang, Kuo-Chen Chang, Cheng-Fang Su. Effects of Science Reader Belief and Reading Comprehension on High School Students’ Science Learning via Mobile Devices. Sustainability. 2021; 13 (8):4319.
Chicago/Turabian StyleCheng-Chieh Chang; Liang-Ting Tsai; Chih-Hsuan Chang; Kuo-Chen Chang; Cheng-Fang Su. 2021. "Effects of Science Reader Belief and Reading Comprehension on High School Students’ Science Learning via Mobile Devices." Sustainability 13, no. 8: 4319.
The concept of marine environmental sustainability is essential, and ocean literacy is currently at the core of its development. Comparing ocean literacy principles in curriculum standards is an important thing to do. Ocean literacy (OL) is a key and emerging topic, and its study has adopted a qualitative approach and follows the content analysis approach. It was observed that, on average, OL concepts covered in the educational standards of the USA (Next Generation Science Standards, NGSS) are higher than those of India (Indian National Standards, INSs). The study revealed that the 6th principle is highly accentuated in both countries’ educational standards out of the seven essential principles. Moreover, the results indicate variation in OL alignment across India’s grade bands and the USA’s educational standards. Based on the results mentioned above, the proposed study intends to provide references to marine education researchers, curriculum developers, and educational policymakers in India to suitably adjust OL coverage concepts in schools to cultivate ocean-literate citizens.
Cheng-Chieh Chang; Thakkar Hirenkumar; Chin-Kuo Wu. The Concept of Ocean Sustainability in Formal Education—Comparative Ocean Literacy Coverage Analysis of the Educational Standards of India and the USA. Sustainability 2021, 13, 4314 .
AMA StyleCheng-Chieh Chang, Thakkar Hirenkumar, Chin-Kuo Wu. The Concept of Ocean Sustainability in Formal Education—Comparative Ocean Literacy Coverage Analysis of the Educational Standards of India and the USA. Sustainability. 2021; 13 (8):4314.
Chicago/Turabian StyleCheng-Chieh Chang; Thakkar Hirenkumar; Chin-Kuo Wu. 2021. "The Concept of Ocean Sustainability in Formal Education—Comparative Ocean Literacy Coverage Analysis of the Educational Standards of India and the USA." Sustainability 13, no. 8: 4314.
This study aims to measure the impact of the Slow Fish Movement (SFM) curriculum regarding the awareness of marine environment conservation (MEC) and marine resource sustainability (MRC). The SFM curriculum was designed for 1007 junior high school students in a seaside city. The UN SDG 14, Taiwan Seafood Guide and the Nine Principles of Consuming Seafood in Taiwan for Ocean Sustainability formed the core of three questionnaires. The results show that students in the seaside city lack an understanding of the marine ecosystem and that SFM lessons can significantly encourage personal responsibility and impact students’ judgments regarding consuming sustainable seafood. These lessons also increase the awareness of MEC and MRS and the self-restoration of organisms in marine ecosystems. These factors could help us to achieve sustainable development for our ocean.
Ya-Yin Liao; Cheng-Chieh Chang. Impact of the Slow Fish Movement Curriculum on Students’ Awareness of Marine Environment Conservation and Marine Resource Sustainability. Sustainability 2021, 13, 2880 .
AMA StyleYa-Yin Liao, Cheng-Chieh Chang. Impact of the Slow Fish Movement Curriculum on Students’ Awareness of Marine Environment Conservation and Marine Resource Sustainability. Sustainability. 2021; 13 (5):2880.
Chicago/Turabian StyleYa-Yin Liao; Cheng-Chieh Chang. 2021. "Impact of the Slow Fish Movement Curriculum on Students’ Awareness of Marine Environment Conservation and Marine Resource Sustainability." Sustainability 13, no. 5: 2880.
In recent years, marine science education has received increasing attention around the world, but the integration of STEM education into the marine curriculum is rarely applied to lower-secondary schools. The purpose of this research was to determine the effect of a teaching module on the topic of marine science, developed using a STEM approach, on the motivation, interest, and marine science achievements. The 9th-grade students from two classes in a Taiwanese public school were recruited in this study. Students in the experimental group were taught using the STEM course. Students in the control group were taught in a traditional didactic teaching course. Pre- and post-tests were used to determine marine science achievement, interest, and learning motivation. The experimental group gained significantly superior scores in three out of four dimensions towards motivation and two out of three dimensions interest. A significant difference was found between the experimental group and the control group, with the former showing increased marine science achievement over the latter in higher-order thinking; however, no significant differences were with respect to cognition. It is concluded that involving STEM-based implementations in teaching, the subject “Marine Science” increases the success rate and attitude towards the subject of students. Keywords: learning interest, learning motivation, marine science achievement, STEM
Liang-Ting Tsai; Cheng-Chieh Chang; Hao-Ti Cheng. EFFECT OF A STEM-ORIENTED COURSE ON STUDENTS’ MARINE SCIENCE MOTIVATION, INTEREST, AND ACHIEVEMENTS. Journal of Baltic Science Education 2021, 20, 134 -145.
AMA StyleLiang-Ting Tsai, Cheng-Chieh Chang, Hao-Ti Cheng. EFFECT OF A STEM-ORIENTED COURSE ON STUDENTS’ MARINE SCIENCE MOTIVATION, INTEREST, AND ACHIEVEMENTS. Journal of Baltic Science Education. 2021; 20 (1):134-145.
Chicago/Turabian StyleLiang-Ting Tsai; Cheng-Chieh Chang; Hao-Ti Cheng. 2021. "EFFECT OF A STEM-ORIENTED COURSE ON STUDENTS’ MARINE SCIENCE MOTIVATION, INTEREST, AND ACHIEVEMENTS." Journal of Baltic Science Education 20, no. 1: 134-145.
Ocean sustainability and resource use are emphasized globally. The primary goal of ocean preservation is to enhance citizens’ ocean literacy. In this study, cluster sampling was conducted on students from seven public middle schools in Taiwan to investigate their use of ocean literacy concept words, propositional sentences, and knowledge sources. Qualitative analysis, descriptive statistics, and one-way analysis of variance were conducted on 496 valid questionnaires. The middle school students exhibited an accuracy rate of 63% for ocean literacy sentence-making, which indicated a basic level of performance. The students commonly used terms such as “ocean,” “Atlantic Ocean,” and “tsunami.” Students had common misconceptions when using the terms “sea level rising,” “Kuroshio current,” and “tsunami.” In addition, students who were female, in a higher grade, and who attended a coastal school had higher ocean literacy scores. The students’ primary sources of ocean literacy knowledge were museums and television. Through an analysis students’ use of ocean concept words and misconceptions, the aim of this study was to enhance the implementation efficiency of marine education to cultivate students’ ocean literacy.
Yen-Ling Lin; Liang-Yu Wu; Liang-Ting Tsai; Cheng-Chieh Chang. The Beginning of Marine Sustainability: Preliminary Results of Measuring Students’ Marine Knowledge and Ocean Literacy. Sustainability 2020, 12, 7115 .
AMA StyleYen-Ling Lin, Liang-Yu Wu, Liang-Ting Tsai, Cheng-Chieh Chang. The Beginning of Marine Sustainability: Preliminary Results of Measuring Students’ Marine Knowledge and Ocean Literacy. Sustainability. 2020; 12 (17):7115.
Chicago/Turabian StyleYen-Ling Lin; Liang-Yu Wu; Liang-Ting Tsai; Cheng-Chieh Chang. 2020. "The Beginning of Marine Sustainability: Preliminary Results of Measuring Students’ Marine Knowledge and Ocean Literacy." Sustainability 12, no. 17: 7115.
This study sought to gain a more comprehensive understanding of how the factors of parental education level and student attitude toward the ocean influence the ocean literacy of students in Taiwan after establishing measurement invariance across genders. The analyzed data were collected from self-reported questionnaires filled out by students aged 16–18 years old. The students’ ocean literacy was used as the outcome variable, while parental education level and student attitude toward the ocean were employed as the independent variables. The effects of parental education level and student attitude toward the ocean on ocean literacy were estimated with a multi-group structural equation model. Of the final total of 945 valid respondents in this study, 58.1% were male and 41.9% were female. The results from the multiple-group analysis supported measurement invariance across the genders. After establishing gender invariance, it was further found that higher degrees of parental education level and student attitude toward the ocean were positively related to ocean literacy. A considerable contribution was detected between parental education level and ocean literacy that was indirectly related through student attitude toward the ocean in the female student.
Liang-Ting Tsai; Yen-Ling Lin; Cheng-Chieh Chang. An Assessment of Factors Related to Ocean Literacy Based on Gender-Invariance Measurement. International Journal of Environmental Research and Public Health 2019, 16, 3672 .
AMA StyleLiang-Ting Tsai, Yen-Ling Lin, Cheng-Chieh Chang. An Assessment of Factors Related to Ocean Literacy Based on Gender-Invariance Measurement. International Journal of Environmental Research and Public Health. 2019; 16 (19):3672.
Chicago/Turabian StyleLiang-Ting Tsai; Yen-Ling Lin; Cheng-Chieh Chang. 2019. "An Assessment of Factors Related to Ocean Literacy Based on Gender-Invariance Measurement." International Journal of Environmental Research and Public Health 16, no. 19: 3672.
This study established a Chinese scale for measuring high school students’ ocean literacy. This included testing its reliability, validity, and differential item functioning (DIF) with the aim of compensating for the lack of DIF tests focusing on current scales. The construct validity and reliability were verified and tested by analyzing the established scale’s items using the Rasch model, and a gender DIF test was conducted to ensure the test results’ fairness when distinct groups were compared simultaneously. The results indicated that the scale established in this study is unidimensional and possesses favorable internal consistency and construct validity. The gender DIF test results indicated that several items were difficult for either female or male students to correctly answer; however, the experts and scholars discussed these items individually and suggested retaining them. The final Chinese version of the ocean literacy scale developed here comprises 48 items that can reflect high school students’ understanding of ocean literacy—which helps students understand the topics of marine science encountered in real life.
Liang-Ting Tsai; Cheng-Chieh Chang. Measuring ocean literacy of high school students: psychometric properties of a Chinese version of the ocean literacy scale. Environmental Education Research 2018, 25, 264 -279.
AMA StyleLiang-Ting Tsai, Cheng-Chieh Chang. Measuring ocean literacy of high school students: psychometric properties of a Chinese version of the ocean literacy scale. Environmental Education Research. 2018; 25 (2):264-279.
Chicago/Turabian StyleLiang-Ting Tsai; Cheng-Chieh Chang. 2018. "Measuring ocean literacy of high school students: psychometric properties of a Chinese version of the ocean literacy scale." Environmental Education Research 25, no. 2: 264-279.
This study constructed a marine science affect scale to understand junior high school students’ emotions toward the ocean. This work comprised three stages. First, the researcher compiled factors and items associated with marine perception through an extensive literature review. Second, the...
Cheng-Chieh Chang; Liang-Ting Tsai; Chin-Kuo Wu. Development of Marine Science Affect Scale for Junior High School Students in Taiwan: Testing for Measurement Invariance. Eurasia Journal of Mathematics, Science and Technology Education 2017, 14, 53 -60.
AMA StyleCheng-Chieh Chang, Liang-Ting Tsai, Chin-Kuo Wu. Development of Marine Science Affect Scale for Junior High School Students in Taiwan: Testing for Measurement Invariance. Eurasia Journal of Mathematics, Science and Technology Education. 2017; 14 (1):53-60.
Chicago/Turabian StyleCheng-Chieh Chang; Liang-Ting Tsai; Chin-Kuo Wu. 2017. "Development of Marine Science Affect Scale for Junior High School Students in Taiwan: Testing for Measurement Invariance." Eurasia Journal of Mathematics, Science and Technology Education 14, no. 1: 53-60.
Fang-Ying Yang; Cheng-Chieh Chang; Li-Ling Chen; Yi-Chun Chen. Exploring learners’ beliefs about science reading and scientific epistemic beliefs, and their relations with science text understanding. International Journal of Science Education 2016, 38, 1 -15.
AMA StyleFang-Ying Yang, Cheng-Chieh Chang, Li-Ling Chen, Yi-Chun Chen. Exploring learners’ beliefs about science reading and scientific epistemic beliefs, and their relations with science text understanding. International Journal of Science Education. 2016; 38 (10):1-15.
Chicago/Turabian StyleFang-Ying Yang; Cheng-Chieh Chang; Li-Ling Chen; Yi-Chun Chen. 2016. "Exploring learners’ beliefs about science reading and scientific epistemic beliefs, and their relations with science text understanding." International Journal of Science Education 38, no. 10: 1-15.
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 that is also addressed in the chapter is the cognitive load induced by different web-based curriculum elements. Based on a literature review and the findings of some recent empirical studies, a web-based learning model is proposed to manifest the contributions of learner characteristics on learning in web-based contexts. Educational implications are then drawn corresponding to the web-based learning model.
Fang-Ying Yang; Cheng-Chieh Chang. Web-Based Interactive Learning and the Effects of Learner Beliefs, Environmental Preferences, and Cognitive Loads. Educational Stages and Interactive Learning 2012, 18 -30.
AMA StyleFang-Ying Yang, Cheng-Chieh Chang. Web-Based Interactive Learning and the Effects of Learner Beliefs, Environmental Preferences, and Cognitive Loads. Educational Stages and Interactive Learning. 2012; ():18-30.
Chicago/Turabian StyleFang-Ying Yang; Cheng-Chieh Chang. 2012. "Web-Based Interactive Learning and the Effects of Learner Beliefs, Environmental Preferences, and Cognitive Loads." Educational Stages and Interactive Learning , no. : 18-30.
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 of global warming, which lasted for four weeks, provided the learning context. After students worked through the curriculum, their feelings about the degree of mental effort that it took to complete the learning tasks were measured by self-report on a 9-point Likert scale. An online test and the flow-map method were applied to assess participants' concept achievements. The results showed that curriculum components such as scientific articles, online notebooks, flash animations and the online test induced a relatively high cognitive load, and that a lower cognitive load resulted in better concept achievement. Also, students appeared to adopt different learning approaches that were corresponding to different levels of cognitive load.
Cheng-Chieh Chang; Fang-Ying Yang. Exploring the cognitive loads of high-school students as they learn concepts in web-based environments. Computers & Education 2010, 55, 673 -680.
AMA StyleCheng-Chieh Chang, Fang-Ying Yang. Exploring the cognitive loads of high-school students as they learn concepts in web-based environments. Computers & Education. 2010; 55 (2):673-680.
Chicago/Turabian StyleCheng-Chieh Chang; Fang-Ying Yang. 2010. "Exploring the cognitive loads of high-school students as they learn concepts in web-based environments." Computers & Education 55, no. 2: 673-680.
Fang-Ying Yang; Cheng-Chieh Chang. Examining high-school students’ preferences toward learning environments, personal beliefs and concept learning in web-based contexts. Computers & Education 2009, 52, 848 -857.
AMA StyleFang-Ying Yang, Cheng-Chieh Chang. Examining high-school students’ preferences toward learning environments, personal beliefs and concept learning in web-based contexts. Computers & Education. 2009; 52 (4):848-857.
Chicago/Turabian StyleFang-Ying Yang; Cheng-Chieh Chang. 2009. "Examining high-school students’ preferences toward learning environments, personal beliefs and concept learning in web-based contexts." Computers & Education 52, no. 4: 848-857.