Chwee Beng Lee

Understanding pre-service teachers' computer attitudes: applying and extending the technology acceptance model

Computers are increasingly widespread, influencing many aspects of our social and work lives. As we move into a technology-based society, it is important that classroom experiences with computers are made available for all students. The purpose of this study is to examine pre-service teachers’ attitudes towards computers. This study extends the technology acceptance model (TAM) framework, with subjective norm and facilitating conditions acting as external variables. Results shows that perceived usefulness, perceived ease of use and subjective norm were significant determinants of pre-service computer attitudes. Facilitating conditions did not influence computer attitude directly but through perceived ease of use. These findings demonstrate that social norm and facilitating conditions are potential variables that may be used to extend the TAM for research on computer attitudes.

The Cambridge Handbook of Multimedia Learning: The Collaboration Principle in Multimedia Learning

This chapter discusses the generative drawing principle in multimedia learning. The generative drawing principle states that asking students to create drawings while reading text causes generative processing that leads to better learning outcomes. An important logistical issue when the generative drawing strategy is used is to create a form of drawing activity that minimizes the creation of extraneous cognitive processing by providing appropriate support for drawing. The studies reviewed in the chapter provide evidence for a positive effect of drawing. The results are also consistent with the cognitive theory of multimedia learning, which posits that people who engage in generative processes while learning are more likely than those who do not to construct meaningful learning outcomes. An important logistical issue for instructional designers when using the drawing strategy is to create a form of drawing activity that minimizes the creation of extraneous cognitive processing, by providing appropriate support for drawing.

The role of model building in problem solving and conceptual change

This study examines the effects of the activity of building systems models for school-based problems on problem solving and on conceptual change in elementary science classes. During a unit on the water cycle in an Asian elementary school, students constructed systems models of the water cycle. We found that representing ill-structured problems as system models improves problem solving as well as creating beneficial conceptual change related to the topic.

The interactions between problem solving and conceptual change: System dynamic modelling as a platform for learning

This study examines the interactions between problem solving and conceptual change in an elementary science class where students build system dynamic models as a form of problem representations. Through mostly qualitative findings, we illustrate the interplay of three emerging intervening conditions (epistemological belief, structural knowledge and domain knowledge), the choice of learning strategy and the learning outcomes through a theoretical model.

Children's Use of Metacognition in Solving Everyday Problems: An Initial Study from an Asian Context.

The aim of this study is to understand the relationship between metacognition and students’ everyday problem solving. Specifically, we were interested to find out whether regulation of cognition and knowledge of cognition are related to everyday problem solving and whether students who perform better in the decision-making problem will better differentiate the various components of metacognition. Two hundred and fifty-four fifth grade students completed a survey. We found evidence to suggest the existence of two major components of metacognition. Our results also suggest that at a higher level of decision-making, knowledge of cognition and regulation of cognition were differentiated in their use by participants.

Attitudes towards computers among students in higher education: A case study in Singapore

Over the years, the use of computer has become an integral part of education and its impact on teaching and learning is widely accepted (Mitra et al, 2000). The successful integration of computers in educational environments depends, to a great extent, on students’ attitudes towards them (Palaigeorgiou, Siozos, Konstantakis & Tsoukalas, 2005). Computer attitude has been defined as a persons general evaluation or feeling of favour or antipathy towards computer technologies and specific computer‐related activities (Smith, Caputi & Rawstone, 2000). Of the various variables associated with computer attitude, Woodrow (1991) suggested: (1) computer importance (CI) (perceived usefulness); (2) computer enjoyment (CE) (liking); and (3) computer anxiety (CA) (students confidence in using the computer). CI refers to the degree to which computer is perceived to be needed for present and future work and computer liking has been described as how much a user enjoys or like working with computers (Al‐Khaldi & Al‐Jabri, 1998). As such, CE is expected to correlate positively with positive attitudes towards computers as it is likely that an enjoyable activity would be repeated. CA refers to negative emotions in cognitive states evoked in actual or imaginary interaction with computer‐related technology, and students who experience a high level of CA have been found to avoid computers or general areas where computers are found, to be extremely cautious with computers, and to possess negative feelings about computers and shorten the necessary use of computers (Gaudron & Vignoli, 2002).

Exploring the relationship between intention to use mobile phone as a visualization tool and regulation of cognition

The use of computers for learning is often a complex issue which involves cognitive and metacognitive concerns. This gives rise to our interest in examining the intention to use technology with relation to regulation of cognition. The use of technology for learning would necessarily require learners to exercise a certain level of regulation over their course of actions, especially when technology is fast becoming an integral part of the education landscape. In this study, we are keen to examine the relationship of using technology (mobile phone) as a visualization tool for learning and regulation of cognition. We have established the validity of our research model. The model could therefore offer guidance to the way we relate regulation of cognition to intention to use technology as a visualization tool. Compared to other research done elsewhere, our results show that only college (Humanities, Business, Science and Engineering) exerted a significant effect on the intention to use technology as a visualization tool (mobile phone), and there was no significant effect of gender, age group or year of study.

Children's use of meta-cognition in solving everyday problems : children's monetary decision-making

The purpose of this study was to understand how children use meta-cognition in their everyday problem-solving, particularly making monetary decisions. A particular focus was to identify components of meta-cognition, such as regulation of cognition and knowledge of cognition observed in childrens monetary decision-making process, the roles of meta-cognition in childrens monetary decisionmaking process, and the emerging factors that help to explain childrens monetary decision-making processes. Data were collected from 136 mixed ability fifth-grade students (typically 10 years of age) from six different government primary schools in Singapore through focus group and one-to-one interviews. Using grounded theory, it was found that childrens monetary decision-making is a complex process, that children often reflect upon unwise decisions and unpleasant experiences, and that parental involvement was an influential factor in their childrens decision-making.

Generating synergy between conceptual change and knowledge building

This paper is an initial effort to review the reciprocity between the theoretical traditions of conceptual change and knowledge building by discussing the underlying epistemological assumptions, objectives, conceptions of concepts and ideas, and mechanisms that bring forth the respective goals of these two traditions. The basis for generating clarity between both traditions provides the argument for a powerful framework for advancing learning. Three key points are discussed in support of such a framework. First, the paper carefully examines how knowledge building explicates the recent theory of conceptual change by acknowledging the need to consider both sociocultural and cognitive aspects in the knowledge acquisition process. Next, the contribution of knowledge building in this perspective is its emphasis on knowledge building discourse. Finally, the discussion incorporates the epistemic framework espoused by Murphy to complement the knowledge building approach.

Profiling pre‐service teachers’ awareness and regulation of their own thinking: evidence from an Asian country

This study aims to examine pre‐service teachers’ knowledge and regulation of cognition. The authors administered Schraw and Dennison’s Metacognitive Awareness Inventory to 254 pre‐service teachers in Singapore. The results showed no significant difference by educational level on all subscales except for evaluation, which is a subscale of regulation of knowledge. The authors also found no significant mean differences by gender. On the other hand, the results indicate that the mean scores for all subscales were significantly different by teaching experience, except for monitoring (which is a subscale of regulation of knowledge) and procedural knowledge (which is a subscale of knowledge of cognition). The implications of these results are discussed and the authors propose that teacher educators should distinguish pre‐service teachers who have substantial teaching experience prior to their enrollment to teacher training college and those without any prior experience. The experienced pre‐service teachers could help promote their counterparts’ metacognition by sharing their teaching experiences.