Investigation of High School Students’ Online Science Information Searching Performance: The Role of Implicit and Explicit Strategies

Tsai, Meng Jung; Hsu, Chia Lin; Tsai, Chin Chung

doi:10.1007/s10956-011-9307-2

Cited by 39 publications

(30 citation statements)

References 35 publications

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“…There has been a growing amount of studies concerning information seeking or searching practice for learning (Hofer, 2004;Tsai, 2009b;Tsai, Hsu, & Tsai, 2011;Zhou & Xu, 2007). It is generally held that different searching strategies used by learners lead to different searching results, and thus different performance (Wu & Tsai, 2007).…”

Section: Introductionmentioning

confidence: 99%

Students' self-regulated learning, online information evaluative standards and online academic searching strategies

Tseng

Liang

Tsai

2014

AJET

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Online information searching strategies (OISS) used by students can be viewed as a key indicator in online learning environments. Therefore, developments in their OISS may also involve variables such as self-regulated learning (SRL) and online information evaluative standards (OIES). Three instruments, an OISS, a SRL and an OIES were used to investigate the roles of SRL (including basic and advanced SRL) and OIES (including naive and advanced standards) in the OISS of 307 high school students in Taiwan. The results of a structural equation model confirmed that both students' SRL and OIES have positive predictions on their OISS. In addition, students' advanced OIES mediated the relationships between basic SRL and OISS. However, when the students took advantage of the advanced SRL in employing OISS, the significance of the OIES was not shown. This study contributes to the understanding of students' online academic information searching strategies. IntroductionSince the advent of web technology, there has been an explosion of teaching and learning via the Internet. Extending information and communication technology (ICT) skills has become one of the educational goals generally set by many secondary schools to better meet the needs of the digital age (Kuhlemeier & Hemker, 2007). More and more high school teachers are encouraged to use Internet resources and integrate Internet activities into their curricula. High school students are expected to learn computer skills for doing their schoolwork or completing assignments (Kuhlemeier & Hemker, 2007). It comes naturally for many teachers to assume that secondary students are acquainted with Internet skills, such as surfing the web or locating online information. However, not every high school student has developed sufficient Internet skills or critical ability needed for schools. In fact, a survey from 2003 to 2008 by Kimber and Wyatt-Smith (2010) have pointed out that high school students' capabilities in curricular-related online searching tasks are still insufficient, despite the prevalence of the new technology. As secondary students are frequent users of the Internet by now, an understanding of their thoughts about online resources is very important.While completing learning tasks, students are increasingly involved in searching for information on the Internet (Tsai, 2009a). There has been a growing amount of studies concerning information seeking or searching practice for learning (Hofer, 2004;Tsai, 2009b;Tsai, Hsu, & Tsai, 2011;Zhou & Xu, 2007). It is generally held that different searching strategies used by learners lead to different searching results, and thus different performance (Wu & Tsai, 2007). As searching and processing information is a complex cognitive process which requires learners to verify, evaluate, organize and integrate information from a variety of sources (Mason & Boldrin, 2008;Walraven, Brand-gruwel, & Boshuizen, 2008), it has become essential for researchers to study variables related to learners' online searching behaviours in web-based le...

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Section: Introductionmentioning

confidence: 99%

Students' self-regulated learning, online information evaluative standards and online academic searching strategies

Tseng

Liang

Tsai

2014

AJET

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“…Su uso está orientado a fines concretos (como la resolución de tareas) y no a la adquisición de conocimiento (Valverde-Crespo y González-Sánchez 2016). Esta situación se da en otros contextos (Julien y Barker 2009, Walraven et al 2009, Tsai, Hsu y Tsai 2012, en ellos, el alumnado resulta poco reflexivo, valora únicamente los títulos de las webs, pone poco énfasis en la revisión del contenido, pero busca obtener la mayor calidad de la tarea que debe realizar, lo que resulta contradictorio.…”

Section: áLvarez-herrero (2010)unclassified

La competencia informacional-digital en la enseñanza y aprendizaje de las ciencias en la educación secundaria obligatoria actual: una revisión teórica

Valverde-Crespo¹,

Pro-Bueno²,

González³

2018

Rev_Eureka_ensen_divulg_cienc

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Resumen: En este trabajo se realiza una revisión teórica sobre la competencia informacional-digital y su repercusión en la enseñanza de las Ciencias. Para ello, hemos tratado de aportar respuestas a las cuestiones: ¿es lo mismo competencia informacional que competencia digital?; ¿qué ha investigado la didáctica de las ciencias con respecto a la competencia informacional-digital?; ¿es esta competencia una parte de la competencia científica?; ¿tenemos ejemplos en el ámbito de la enseñanza y aprendizaje de las Ciencias? Nos hemos centrado en la Educación Secundaria Obligatoria, etapa en la que destaca el papel de esta competencia como elemento formativo de ciudadanos alfabetizados en búsqueda, selección y valoración objetiva y crítica de la información científica disponible en contextos digitales.

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“…The criteria originally developed by Tsai, Hsu, and Tsai (2012) were employed in this study. Each dimension was scored on a 10-point scale; hence, the total scores for the learning outcomes range from 0 to 30 points.…”

Section: Individual Essay Writing As Learning Outcomesmentioning

confidence: 99%

Students’ conceptions of and approaches to knowledge building and its relationship to learning outcomes

Tsai

Chai

Hong

et al. 2016

Interactive Learning Environments

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2016): Students' conceptions of and approaches to knowledge building and its relationship to learning outcomes, Interactive Learning Environments, ABSTRACTThe purpose of this study is to investigate the relationships among students' conceptions of knowledge building, approaches to knowledge building, knowledge-building behaviors and learning outcomes. A total of 48 primary school students (from grades 3 and 4) who had experienced knowledge-building activities participated in the present study. After analyzing the students' interview responses using the phenomenographic method, qualitatively different and hierarchically related conceptions and approaches were revealed. The results indicated that the students with fragmented conceptions tended to use surface approaches to knowledge building while those with cohesive conceptions tended to adopt deep approaches. The findings also indicate that the students with cohesive conceptions or deep approaches were more likely to have better learning outcomes than those with fragmented conceptions or surface approaches.

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Investigation of High School Students’ Online Science Information Searching Performance: The Role of Implicit and Explicit Strategies

Cited by 39 publications

References 35 publications

Students' self-regulated learning, online information evaluative standards and online academic searching strategies

Students' self-regulated learning, online information evaluative standards and online academic searching strategies

La competencia informacional-digital en la enseñanza y aprendizaje de las ciencias en la educación secundaria obligatoria actual: una revisión teórica

Students’ conceptions of and approaches to knowledge building and its relationship to learning outcomes

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