title: An Exploration of Senior High School Student Learning in Biology in Taiwan

authors: Lu, Tan-Ni

subjects: a social constructivist view of learning

abstract: This thesis explores senior high school student learning in biology in Taiwan. The Confucian-heritage culture and beliefs associated with high stakes examinations influences the learning context in biology. There is a considerable body of international research on teaching and learning in senior high biology. There appears to be limited research on student and teacher views of learning in biology in this context. A social constructivist view of learning underpins this study. Using an interpretive paradigm, this study explores student and teacher perceptions of student learning experiences in senior high school biology. There are three phases in this study. In the first phase, Grade 11 and Grade 12 students and teacher perceptions of the existing teaching and learning situation in biology was explored. In the second phase, an intervention was designed and implemented for Grade 12 students. In the third phase, the intervention was evaluated.

The findings of this study indicate that most students take biology to increase their options for entering tertiary education. Noticeably, they were using learning approaches that they most disliked to increase their biology marks. Most of them considered the current biology classes were very effective in coping with the major examination, but the teaching was monotonous and teaching content as seemingly unrelated to real life. The teachers perceived that student learning was passive, which contributed to the teachers feeling of exhaustion. Qualitative and quantitative data indicated that both the students and teachers were dissatisfied with the current teaching and learning situation. A more interactive teaching and learning approach and more student responsibility in investigations were suggested by the respondents.

An intervention programme based on a social constructivist view of learning, including interactive teaching and open investigation, was designed and implemented. The intervention (70% lecture classes and 30% experiment classes) problematised the traditional lesson structure (90% lecture classes and 10% experiment classes) of senior biology in Taiwan, seeking a more cohesive and integrated overall structure for learning biology. Evaluation of the intervention programme suggested that through student-teacher and student-student interactions student conceptual and procedural understanding of biology was facilitated and their attitudes towards learning were enhanced. A few of the students could not accept the intervention as it conflicted with their view of learning in an examination culture. The implications of this research are that more teacher-student and peer interactions and open-ended investigations can lead to enhanced learning in biology in Taiwan for most senior high school students. Social constructivist approaches to teaching and learning are viable in a Taiwanese biology classroom context. The study also showed the potential for open investigations in this context.

text: An Exploration of Senior High School Student Learning in Biology in Taiwan This thesis explores senior high school student learning in biology in Taiwan. The Confucian-heritage culture and beliefs associated with high stakes examinations influences the learning context in biology. There is a considerable body of international research on teaching and learning in senior high biology. There appears to be limited research on student and teacher views of learning in biology in this context. A social constructivist view of learning underpins this study. Using an interpretive paradigm, this study explores student and teacher perceptions of student learning experiences in senior high school biology. There are three phases in this study. In the first phase, Grade 11 and Grade 12 students and teacher perceptions of the existing teaching and learning situation in biology was explored. In the second phase, an intervention was designed and implemented for Grade 12 students. In the third phase, the intervention was evaluated.

The findings of this study indicate that most students take biology to increase their options for entering tertiary education. Noticeably, they were using learning approaches that they most disliked to increase their biology marks. Most of them considered the current biology classes were very effective in coping with the major examination, but the teaching was monotonous and teaching content as seemingly unrelated to real life. The teachers perceived that student learning was passive, which contributed to the teachers feeling of exhaustion. Qualitative and quantitative data indicated that both the students and teachers were dissatisfied with the current teaching and learning situation. A more interactive teaching and learning approach and more student responsibility in investigations were suggested by the respondents.

An intervention programme based on a social constructivist view of learning, including interactive teaching and open investigation, was designed and implemented. The intervention (70% lecture classes and 30% experiment classes) problematised the traditional lesson structure (90% lecture classes and 10% experiment classes) of senior biology in Taiwan, seeking a more cohesive and integrated overall structure for learning biology. Evaluation of the intervention programme suggested that through student-teacher and student-student interactions student conceptual and procedural understanding of biology was facilitated and their attitudes towards learning were enhanced. A few of the students could not accept the intervention as it conflicted with their view of learning in an examination culture. The implications of this research are that more teacher-student and peer interactions and open-ended investigations can lead to enhanced learning in biology in Taiwan for most senior high school students. Social constructivist approaches to teaching and learning are viable in a Taiwanese biology classroom context. The study also showed the potential for open investigations in this context.

year: 2006

title: Exploring the cause of game (derived) arousal: What biometric accounts of player experience revealed

authors: Schott, Gareth R.

subjects: violence

abstract: The function of this paper is to present research findings that ordinarily would never see the light of day, not because they have no value or significance, but they might seem marginal and less significant given the main focus of the research conducted. When studying player experience, there is value in widening the focus of research to avoid attributing too much value to one kind of experience over others. The findings presented here come from a much larger three-year research study into player experiences with games containing violence. The broad intent of the study was to query the strong association between effects research and responsive regulation measures (game classification). The research was guided by the idea that exploring “the extent to which the public’s perception of causal links between game playing and various social ills’ might be ‘moderated or even undermined by [knowledge of] how players actually respond to and negotiate their way through the content and characteristics of the medium” (OFLC, 2009, p. 24). To do this, the research employed a mixed methodology to examine player experience (as introduced in Schott et al., 2013a). The study produced a number of data points in order to characterize the multi-dimensional nature of players’ experiences. This paper focuses specifically on the outcome of utilizing a biometric measure (GSR) as a guide for determining which aspects, from game experiences that required hours of game play, should be assessed for their significance. The value of employing GSR as a textually neutral method for detecting which aspects of a game had an impact on players is assessed.

text: Exploring the cause of game (derived) arousal: What biometric accounts of player experience revealed The function of this paper is to present research findings that ordinarily would never see the light of day, not because they have no value or significance, but they might seem marginal and less significant given the main focus of the research conducted. When studying player experience, there is value in widening the focus of research to avoid attributing too much value to one kind of experience over others. The findings presented here come from a much larger three-year research study into player experiences with games containing violence. The broad intent of the study was to query the strong association between effects research and responsive regulation measures (game classification). The research was guided by the idea that exploring “the extent to which the public’s perception of causal links between game playing and various social ills’ might be ‘moderated or even undermined by [knowledge of] how players actually respond to and negotiate their way through the content and characteristics of the medium” (OFLC, 2009, p. 24). To do this, the research employed a mixed methodology to examine player experience (as introduced in Schott et al., 2013a). The study produced a number of data points in order to characterize the multi-dimensional nature of players’ experiences. This paper focuses specifically on the outcome of utilizing a biometric measure (GSR) as a guide for determining which aspects, from game experiences that required hours of game play, should be assessed for their significance. The value of employing GSR as a textually neutral method for detecting which aspects of a game had an impact on players is assessed.

year: 2016

title: A step into the light: developing a culturally appropriate research prcoess to study Maori Rangatahi perspectives of leisure in one setting.

authors: Harvey, Geraldine

subjects: research -- methodology

abstract: There is little knowledge of Maori peoples' leisure understandings, experiences and participation. This article reports on the development of a culturally appropriate research process that investigated the leisure participation, perspectives, and experiences of five Rotorua Maori Rangatahi in one research setting'. Within this exploration there is a focus on the need to conduct leisure research with Maori people in culturally appropriate ways. This research approach incorporates focus group methodology within a Kaupapa Maori research framework which addresses issues of research for Maori. The research process revealed that focus group methodology can be adapted into a Kaupapa Maori research framework and that this research approach could be an important tool when conducting research with Maori Rangatahi, including in educational contexts.

text: A step into the light: developing a culturally appropriate research prcoess to study Maori Rangatahi perspectives of leisure in one setting. There is little knowledge of Maori peoples' leisure understandings, experiences and participation. This article reports on the development of a culturally appropriate research process that investigated the leisure participation, perspectives, and experiences of five Rotorua Maori Rangatahi in one research setting'. Within this exploration there is a focus on the need to conduct leisure research with Maori people in culturally appropriate ways. This research approach incorporates focus group methodology within a Kaupapa Maori research framework which addresses issues of research for Maori. The research process revealed that focus group methodology can be adapted into a Kaupapa Maori research framework and that this research approach could be an important tool when conducting research with Maori Rangatahi, including in educational contexts.

year: 2002