Category: Instructional Design and Learning Sciences


Teaching Electricity and Magnetism Using Low-cost Physics-lab Box and Context-based Laboratory Activities

This study describes the authors’ efforts to assess the status of a physics laboratory in a junior public high school setting and to develop and validate the effectiveness of the low-cost physics lab-box and Context-based laboratory (CbL) activities to 10th-grade level based on the lab assessment result. The efficacy of these teaching materials was also


Neoliberal Principles: Lecturers’ Perspective

Many researchers agree on the notion that neoliberalism is shaping the world today and some even argue that the economics curriculum promotes this ideology because of its emphasis on transferable and flexible skills. The contention is that there is a strong connectivity between neoliberal discourse and economics. Therefore, it is fundamental to investigate if economics


Interaction between Changes of Higher-Order Thinking Skills and Changes of Academic Interest and Self-efficacy in Problem-Based Learning

This study examined whether problem-based learning (PBL) contributes to development of students’ higher-order thinking (HOT), and the development depends on levels of students’ motivation (i.e., interest and self-efficacy). Using 89 college students enrolled in Educational Psychology classes from South Korea, we conducted a t-test and repeated measure analysis to see their changes in HOT, interest,


Systematic Design to Enhance Learning: Multimedia Resources in Online Learning

The purpose of the study was to investigate how dynamic (i.e., animated visuals with narration) versus non-dynamic (i.e., static visuals with narration) multimedia learning resources and spatial ability relate to learning outcomes. The study hypothesized that learning outcomes would differ more distinctly between lower and higher spatial ability learners when using non-dynamic resources as dynamic


A Study of Gender Differences among the Representation of Inquiry-Based Learning, Conceptual Understanding and Self-efficacy Exhibited by the College Students

The study was aimed to investigate the gender differences among the representation of inquiry-based learning, conceptual understanding, self-efficacy exhibited by the college students. According to Taiwanese national curriculum guidelines, scientific inquiry and operation are addressed in science teaching and learning. Approximately forty college students who took a three-semester-hour course emphasized in science teaching and learning