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Copyright of School Administrators is the property of School Administration Research Association, R.O.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Compared to the traditional rote learning approach, open innovation experimentation in basic pathology experimental class is a student-centered educational model that offers a platform for active learning and bold exploration. It enhances students′ practical skills, innovative thinking, and teamwork, addressing the limitations of conventional pathology instruction and laying the groundwork for nurturing creative talents. This thesis uses the "Establishment of a Lung Metastasis Model of Mouse Liver Cancer" project as an example to illustrate the implementation of this experimental approach and the insights gained from it.

In recent years, alternative schools have been attracting attention as another educational option other than school education. What is called an alternative school in Taiwan is called a free school in Japan, and neither was recognized as a school. Therefore, efforts have been made to seek legal status in both Taiwan and Japan. In the process of seeking legalization, the role of administrative agencies is important. In this study, I would like to clarify the reasons why alternative schools were legalized by law, and the role of government agencies regarding alternative schools, which have become experimental education. [ABSTRACT FROM AUTHOR]

This essay is a pedagogical parable. It tells a poignant story of transformative learning in community and immersed in place. Sometimes we struggle to achieve new learning and insight. It requires patience, discipline, and determination. And then, somewhat miraculously, when both internal and external conditions are just right, a fog can lift that allows us to see through new eyes. Something of profound beauty emerges, which as it turns out, much to our wonderment, has in fact been there all along. This is "Crane Time". [ABSTRACT FROM AUTHOR]

Copyright of School Administrators is the property of School Administration Research Association, R.O.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Experimental education in Taiwan developed rapidly since the promulgation of the Three Acts Governing Experimental Education in 2014, after which public experimental schools were established in response to local educational needs. The majority of restructuring cases have involved small rural schools faced with high drop-out rates and staff retrenchment plus merger (SRM). Indigenous schools also initiated experimental education by introducing teaching modules on cultural responses to develop ethnic education that better reflects local culture. In metropolitan areas, experimental schools were established through restructuring for educational innovation or for coping with the pressure of competition from neighboring schools. The number of experimental schools and enrolled students has increased yearly, which reveals the expectations of parents about diversified education and their right to make educational choices. The school selected for this study is an elementary school in a metropolitan area that experienced an SRM crisis and was restructured as a public experimental school in 2019. The study examined the methods through which the principal transformed leadership competencies to leadership strategies. The school overcame the competition and SRM crises and even achieved full-capacity enrollment in Taipei city. Information was collected from the relevant literature and through interviews with the principal, a head of department, teachers, a parent, and an administrative official of the Bureau of Education. The study analyzed the leadership competencies and corresponding strategies of the principal and the future prospects of the school. The findings provided principals of experimental schools with a basis for sustained improvement in leadership competencies and recommendations for the future development of school affairs. [ABSTRACT FROM AUTHOR]

Copyright of Educational Policy Forum is the property of National Chi Nan University, Department of Education Policy & Administration and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article explores how Chinese grassroots actors engaged in 'experimental education' (EE) practice a new form of Chinese cultural citizenship. Using cultural resources gleaned from grassroots social movements ranging from 'Chinese Traditional Culture' (CTC) revival to Steiner education, EE activists establish affectivity, or the embodied sensory capacity to receive and exert influence, as a legitimate education goal and a key criterion of socio-cultural belonging. Using affectivity as a basis, EE activists contest the state's exclusionary education politics. In their grassroots social networks, EE activists construct radical inclusion for 'value minorities' – individuals and groups who misfit normative conceptions of Chinese cultural citizenship. These include CTC educators who promote 'non-cognitive knowing', Steiner educators who run illegal 'Voldemort Schools' to foster children's affective development, and neurodivergent children who putatively demonstrate 'terrifyingly strong affective abilities'. I argue that these diverse EE activists articulate and practice 'affective cultural citizenship', ranging from moderate to militant forms. Their contestations amount to community-based cultural citizenship practices, asserting the right to be different and to belong in an authoritarian state. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Textbook Research is the property of National Academy for Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of School Administrators is the property of School Administration Research Association, R.O.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract Electric power information has garnered particular interest in conventional electrical power systems because it plays a crucial role in the electric power industry. Additionally, electric power communication networks ensure the overall power system's reliability and safety. The concepts and techniques used in digital twin (DT)‐based online tools for electric power communication networks are introduced in this paper. Moreover, online DT tools are proposed as daily learning and training resources for both new staff and communication commissioners, which can be used for the internet and the company intranets. Users can control DT and physical equipment simultaneously, and device status can be seen in real time. The design, modelling, control principles, data collection, and visual display of the DT tools are all covered in this study. To validate the applicability of the proposed framework, a case study for optical fibre damage and the recovery process in a typical communication interruption malfunction is investigated. The research presented in this paper has the potential to provide useful tools and new paradigms for designing online DT training and education systems.

The making procedures is a neglected aspect of architectural education in many schools and curricula. To address this neglect, some architectural schools around the world use the Design-Build method in teaching architectural design. This method aims to integrate research, design and construction. The questions of the present study have been compiled after a review of the literature, identifying and studying the resources related to more than thirty Design-Build courses in architecture schools around the world. A semi-structured interview method has been used to answer the questions of this research, with sixteen interviews with academics involved in Design-Build courses around the world. The transcriptions of these interviews are than used as the basis for discussions and conclusions. Among the results are outlining the possible scope for replacing mainstream methods with this alternative, the executive structures used, such as those of financing and communication with clients, the role of legal factors, and also failures in shaping design-build projects.Considering the influence of mainstream worldwide education on Iran, the results of this research provide a framework for defining different approaches to Design-Build methods and important theoretical bases for better understanding and implementation of this method in architectural education. A deeper understanding of this field can result in more conscious uses of this educational method in Iran.

Copyright of School Administrators is the property of School Administration Research Association, R.O.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Electric power information has garnered particular interest in conventional electrical power systems because it plays a crucial role in the electric power industry. Additionally, electric power communication networks ensure the overall power system's reliability and safety. The concepts and techniques used in digital twin (DT)‐based online tools for electric power communication networks are introduced in this paper. Moreover, online DT tools are proposed as daily learning and training resources for both new staff and communication commissioners, which can be used for the internet and the company intranets. Users can control DT and physical equipment simultaneously, and device status can be seen in real time. The design, modelling, control principles, data collection, and visual display of the DT tools are all covered in this study. To validate the applicability of the proposed framework, a case study for optical fibre damage and the recovery process in a typical communication interruption malfunction is investigated. The research presented in this paper has the potential to provide useful tools and new paradigms for designing online DT training and education systems. [ABSTRACT FROM AUTHOR]

The paper presents an innovative experimental setup that can show the wave–particle duality of light. A new experimental class for teaching light wave–particle duality concept based on the presented setup is also designed for undergraduates who major in Optics. Based on optical radiation pressure theory, the three-dimensional space trapping, localization, and movement of the particles reveal the particle property of light. Based on the beam interferometry technology, the recording and detection of the dual beam interference signal verify the wave property of light. The presented setup employs fiber optical light path, enabling the setup to be resistant to external interference, easy to assemble and move, and low in cost. The presented experimental practice can give students more opportunities to broaden and deepen their understanding of the taught subject content, while using modern experimental instruments and working on problems. During the class, students can know how to use optical instruments in a proper way, understand light wave–particle duality and related concepts, and increase awareness and curiosity of related cutting-edge scientific research. According to the class questionnaire survey, students were satisfied with the practical experimental class. [ABSTRACT FROM AUTHOR]

Copyright of Pedagogía y Saberes is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Waldorf education is a relatively widespread form of experimental education. It has reached 67 countries worldwide and has been widely recognized and valued by Taiwanese education circles, ranging from early childhood education to compulsory education at all levels. This paper focused on Waldorf education in Taiwan, where the aim of such education is the holistic development of the student throughout their academic journey. Following a search with "Waldorf" or "Anthroposophy" as the keyword for the paper title, 94 empirical studies were analyzed, comprising 16 empirical journal articles and 78 Ph.D. dissertations. The literature analysis method was used, and the literature was analyzed from five perspectives: research time, research methods, educational stages of research objects, research themes, and research results. The results indicated the following. First, the development of Taiwan's Waldorf schools is consistent with the core values of the philosophy of Waldorf education in terms of curricular development, teaching, school organization, school development, and parental participation. Second, several difficulties, such as those in curriculum development, teaching, school organization, and parental participation, in the empirical study of Waldorf education in Taiwan were noted. Anthroposophy has undergone development in Taiwan for less than 30 years, which is too short for it to have any noticeable contribution. In addition, other aspects of education require greater social support. Third, according to the empirical research on Waldorf education in Taiwan, teaching, learning, and parental participation are the three key factors influencing Waldorf education. Fourth, the empirical research on future improvements suggests that Waldorf education should be adapted to local characteristics but that these adaptations should adhere to the essence of Waldorf education. Furthermore, the development of Waldorf-based schools should be more open and inclusive, with more connections with stakeholders outside the school. The study identified several gaps in the literature that future empirical research on Waldorf education in Taiwan should meet. 1. Research scope: future studies should focus on glocalization and praxis in Waldorf education. 2. Research sample: future studies should focus on extending Waldorf education to the university context and to middle school students and above. 3. Research methods: future studies should conduct mixed-methods research and compare between countries, between schools, or between mainstream and experimental education. 4. Research topics: future studies conduct empirical research on Waldorf education using academic research as a communication tool; focus on reality, addressing today's most relevant challenges, and transform Waldorf education empirical research; enrich and conduct empirical research on learning, learning outcomes, and monitor Waldorf graduates. [ABSTRACT FROM AUTHOR]

Genetic epistasis is a fundamental concept in genetics that describes how interactions between genes determine phenotypic traits. To enhance students' understanding and practical application of genetic epistasis, this experiment is designed and conducted using gene mutations in the adenine biosynthesis pathway of Saccharomyces cerevisiae (baker's yeast). S. cerevisiae is a classic model organism for genetic teaching experiments. In its adenine biosynthesis pathway, a mutation in the ADE2 gene leads to the accumulation of the intermediate 5'-phosphoribosylaminoimidazole (AIR), causing the cells to appear red. However, if a gene upstream of ADE2 in the adenine biosynthesis pathway (such as ADE8 ) is defective, the red phenotype of yeast will disappear. Conversely, a defect in a gene downstream of ADE2 (such as ADE1 ) does not alter the red phenotype. Therefore, ADE8 is epistatic to ADE2. In this experiment, the CRISPR-Cas9 genome editing technology is employed, allowing students to perform single knockout of ade2 Δ, as well as double knockouts of ade2 Δ ade8 Δ and ade2 Δ ade1 Δ in S. cerevisiae . By observing the phenotypic changes in yeast mutants from white to red and back to white, students gain a profound understanding of the basic genetic theory of how genes determine phenotypes and the concept of epistasis in gene interactions. This experiment also enables students to master fundamental yeast genetic techniques, significantly enhancing their ability to design and conduct experiments in real research environments. This is of great significance for their future research work and academic development.

Copyright of School Administrators is the property of School Administration Research Association, R.O.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

When experiential learning emphasizes student participation and voice, experiential learning can be an effective form of political socialization to facilitate learning processes by enhancing knowledge construction and developing civic competency. Employing qualitative research, this study examined how meaningful and significant experiential learning could not only allow students to co-construct the meaning of citizenship but also contribute to civic development and further participation. The results revealed that teachers stressed civic engagement as an important attitude of 'good citizens' which could have affected how they viewed and organized learning activities (such as experiential learning) for their students. Experiential learning that provided space for student participation and voice helped nurture students to become 'good citizens' and contributed to students' further civic engagement despite many challenges. The findings of this study suggest that governments need to rethink their policies on integrating youth engagement to accommodate the voices and interests of young people and expand on theories of citizenship and highlights cultivating active participation as important aims of civic education. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Virtual teachers embedded into reality enable the transfer of skills and knowledge to students by demonstration. However, authoring the animation of virtual characters aligned with real environments is difficult for educators. In this study, a novel animation authoring framework for demonstration teaching is proposed based on human–computer interaction and intelligent algorithm, and its application is demonstrated in mixed reality experimental education. We developed a simulation experiment environment; users could operate equipment using gestures by a Leap Motion controller. The interaction trajectory can be adaptively adjusted by the dynamic motion primitives algorithm to generate a virtual teacher demonstration trajectory aligned with real environments. For the details of the virtual teacher animation, the deep reinforcement learning algorithm performed the adaptive grabbing for objects of different shapes and sizes. Our experimental results showed that the framework is easy to use; users are able to easily author a natural animation of a virtual teacher performing a chemical experiment aligned with real environments. Also, the user feedback showed that the virtual teacher's demonstration animation in MR is impressive, and students can learn from the animation by observation and imitation. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Educational Research & Development / Jiao Yu Yan Jiu Yu Fa Zhan Gi Kan is the property of National Academy for Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Educational Research & Development / Jiao Yu Yan Jiu Yu Fa Zhan Gi Kan is the property of National Academy for Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Contemporary human life, no matter in peoples inner (mental or spiritual) life, incessant acceleration of social civilization, or the sharing weal and woe with the earth as an entirety of life, all appear whole, complexed and inter-referential crisis. To seek a possible way out of these problems, very experimental education innovation is required. This research aims to investigate "Daohe Experimental School," an experimental institution born in Taiwan, its image of life education and basis of philosophy of education behind, its sustainable eco-village educational thinking and practice and the unique courses include workshop, mountaineering education solar terms, and mythology (and its life educational quartet: learning by difficult and clumsy ways, learning slowly and less; life grand tour and integrative life-nature; harmony of life rhythm and nature movement, and integration of life spirituality and eco-nature). Daohe Experimental School's life education thought and featured curriculum are drawing the possible outline of education for Taiwans education and contemporary humans whole life crisis. [ABSTRACT FROM AUTHOR]

Background: Real-time 3D rendering and interaction is important for virtual reality (VR) experimental education. Unfortunately, standard end-computing methods prohibitively escalate computational costs. Thus, reducing or distributing these requirements needs urgent attention, especially in light of the COVID-19 pandemic Methods: In this study, we design a cloud-to-end rendering and storage system for VR experimental education comprising two models: background and interactive. The cloud server renders items in the background and sends the results to an end terminal in a video stream. Interactive models are then lightweight-rendered and blended at the end terminal. An improved 3D warping and hole-filling algorithm is also proposed to improve image quality when the user’s viewpoint changes. Results: We build three scenes to test image quality and network latency. The results show that our system can render 3D experimental education scenes with higher image quality and lower latency than any other cloud rendering systems. Conclusions: Our study is the first to use cloud and lightweight rendering for VR experimental education. The results demonstrate that our system provides good rendering experience without exceeding computation costs.

Data from students and learning practices are essential for feeding the artificial intelligence systems used in education. Recurrent data trains the algorithms so that they can be adapted to new situations, either to optimize coursework or to manage repetitive tasks. As the algorithms spread in different learning contexts and the actions which they perform expand, pedagogical interpretative frameworks are required to use them properly. Based on case analyses and a literature review, the paper analyses the limits of learning practices based on the massive use of data from a pedagogical approach. The focus is on data capture, biases associated with datasets, and human intervention both in the training of artificial intelligence algorithms and in the design of machine learning pipelines. In order to facilitate the adequate use of data-driven learning practices, it is proposed to frame appropriate heuristics to determine the pedagogical suitability of artificial intelligence systems and also their evaluation both in terms of accountability and of the quality of the teaching-learning process. Thus, finally, a set of top-down proposed rules that can contribute to fill the identified gaps to improve the educational use of data-driven educational algorithms is discussed.

Copyright of School Administrators is the property of School Administration Research Association, R.O.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Chung Cheng Educational Studies is the property of Chung Cheng University, College of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

本研究主要提供混齡教學模式與課程設計之參考原則。為了改善臺灣鄉村小校教育品質，教育部推動學校型態實驗教育計畫，打破傳統標準化教育模式，實驗學校可依據地方特性編寫教材、採用混齡教學、發展地方文化之作法。從文獻分析中可看出，鄉村小校轉型混齡教學是世界趨勢，本研究比較不同的混齡教學方法，提供臺灣教師設計混齡教學之參考。 This study provides some principles for mixed-age teaching and curriculum design. For improving the qualities of Taiwan’s rural schooling, government legislates the Experimental Educational Laws which allow Taiwan rural small schools have right not follow the national curriculum requirement, adopt mixed-age teaching, design local curriculum, and develop local cultures. From document analysis, mixed-age pedagogies are the trend in the global world for rural school’s transformation. This studies tries to find out different mixed-age pedagogies for teachers who want to use mixed-age teaching in their classroom.

隨著社會不斷變遷，學校教育必須隨之調整，方能保有動能與新意。相較於傳統學校教育體制，實驗教育因較富多元性與彈性，故更能創新課程。受到全球化以及新自由主義氛圍的影響，現今社會已產生新樣貌，臺灣實驗教育的辦理，勢必要與之脈動。據此，本研究旨在探討面對此新型社會與年輕世代時，未來推動實驗教育之課程新思維。首先，本研究認為臺灣社會中的「青（少）年蒲公英族」已儼然成形；再者，面對這群學業、經濟、社會與文化等方面皆處於漂流狀態的年輕世代，未來實驗教育課程的設計需有如下思維：讓學生學會與「不穩定」相處、學會「失去」、學會「說重點」及學會「找亮點」。如此或能幫助這群臺灣「青（少）年蒲公英族」，提升競爭力與適應力。 Along with the changing of the society, educational system should adjust itself accordingly in order to keep the momentum and creativity. Compared with traditional education, experimental education, known for the traits of diversity and fl exibility, can be more suitable to reinvent the curriculum. The society, nowadays, influenced by the atmosphere of globalization and neoliberalism, has been changed, so the implementation of experimental education should be adjusted simultaneously. To this end, this article aimed to illustrate some new perspectives on how to design the curriculum of experimental education to deal with the given society as well as the new generation. First, the article asserted that the “youth precariat” in the Taiwanese society has emerged. Second, for the new generation which has been drifting academically, economically, socially, culturally, and living a unstable life, the design of the curriculum of experimental education in the future should include: teach students how to get along with “being unstable,” how to “lose,” how to “pinpoint,” and how to “be spotlighted”. By doing so, the competitiveness and adjustability of the group of youth precariat in Taiwan, to so extent, could be enhanced.

本研究以「自主學習」為焦點，首先，以種籽親子實驗國民小學與苗圃蒙特梭利中小學為對象，分析不同實驗教育機構對於「自主」理念的不同想像，並釐清學校制度及其課程規劃的轉化歷程。其次，以臺北市公辦公營臺北市大安區和平實驗國民小學為例，探究公辦公營模式的實驗理念建構，以及其課程發展與教學實踐的連結作法。最後，本研究綜合前述分析，對於十二年國民基本教育與實驗教育共同關注的「自主學習」圖像，提出綜合性的檢討與建議。 This article focuses on the idea of “self-regulated learning” and main purposes are as follow: firstly, analyzing pictures of “self-regulated learning” of two experimental institutions, Seeding School and Miao-Pu Montessori School, and inquiring their transformative mechanisms of school institution and curriculum plan; secondly, taking Taipei Municipal Ho-Ping Experimental Elementary School as the other example, exploring the construction of experimental education concept of this public management of public school, and its curriculum development and teaching transformative process; finally, synthesizing this paper’s comprehensive analysis and providing some suggestions on the idea understanding of “self-regulated learning,” for the 12-year basic education and experimental education.

Loosened by the laws and regulations, Taiwan's alternative educational policy has allowed public schools to conduct school-wide curriculum transformation experiments, which is a possible opportunity for Taiwanese aborigines who have been subjected to long-term oppression and assimilation to separate from the mainstream ideological educational framework. In this change process, the school principal-led curriculum transformation has become an important way to seek a new educational model. This paper qualitatively investigates two alternative schools for Taiwanese aborigines that have undergone successful transformation and collects the views of the principals, directors, team leaders, and teachers (eight persons in total) in two schools on the school principal-led curriculum transformation. Through summarizing and analyzing relevant data, this paper proposes that the principals of Taiwanese aboriginal schools effectively change the teachers' beliefs, curriculum structure, and school culture through the systematic practices of "belief change" and "structural innovation," and establish a curriculum paradigm different from mainstream education, which realizes a certain knowledge transfer effect. The transformative curriculum leadership process can be summarized into the conflict awakening and positioning stage, the experimental and interactive development stage, and the revision and transformation stage. This study intents to provide a reference for Taiwan's educational reform and encourage the principals of other alternative schools to picture the connotation and value of transformative curriculum leadership and establish more new curriculum models of alternative education. [ABSTRACT FROM AUTHOR]

Over the last few years, there has been a growing interest in augmented reality (AR) technology for education. However, current AR education applications are often used as a new type of knowledge display platform, and they cannot fully participate in educational activities to improve educational results. To enable AR technology to participate in educational activities more effectively, according to learning-by-doing theory, we explore the form of a future experimental course and propose a new AR-based multimedia environment for experimental education. The framework of the multimedia environment consists of three components: the AR experiment authoring tool, the AR experiment application, and the management application. In this AR-based multimedia environment, teachers can independently create AR experiments using the what you see is what you get (WYSIWYG) editing method. Students can manipulate the AR-based experimental object to complete the experiment in class. Moreover, teachers can observe students' experimental behaviour, obtain evaluations in real time, and even guide students remotely. We also present an application case of a chemistry experiment and obtain results of the usability test, demonstrating improvements in AR technology participation in educational activities. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RIED: Revista Iberoamericana de Educación a Distancia is the property of Revista Iberoamericana de Educacion a Distancia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Educational Policy Forum is the property of National Chi Nan University, Department of Education Policy & Administration and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Space & Form / Przestrzeń i FORMA is the property of West Pomeranian University of Technology, Department of Architecture & Urban Planning and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article examines the "progress" of Scottish metaphysics during the long eighteenth century. The scientific cultivation of natural knowledge drawn from the examples of Sir Francis Bacon (1561-1626), John Locke (1632-1704), and Sir Isaac Newton (1642-1727) was a defining pursuit in the Scottish Enlightenment. The Aberdonian philosopher George Dalgarno (1616-1687); Thomas Reid (1710-1796), a member of the Aberdeen Philosophical Society known as the Wise Club; and the professor of moral philosophy at Edinburgh University Dugald Stewart (1753-1828), contributed to that Scottish pattern of philosophical thinking. The question of the extent to which particular external senses (sight, hearing, touch, taste, and smell) might be improved when others were damaged or absent from birth attracted their particular interest. This article shows the different ways in which Scottish anatomists of the mind resolved Molyneux's Problem of whether or not an agent could accurately perceive an object from a newly restored external sense. [ABSTRACT FROM AUTHOR]

The integration of science and education is an effective way for universities to cultivate students in cutting-edge innovative interests. Epigenetics is the expansion of classical genetics, the corresponding experimental courses of which have not been integrated into the current teaching system. In this paper, by taking advantage of our laboratory's research on the DNA methylation maintenance gene, OsMET1-2 in rice, we have integrated our innovative findings in the education curriculum, and built a comprehensive teaching system on experimentation research, which greatly stimulates the curiosity of the students. Taking the OsMET1-2 mutants and its isogenic wild-type rice plants as experimental materials, this course has successfully demonstrated a causal link between genetic mutation and epigenetic variation, a topic widely interested by the students in learning genetics and epigenetics. Through the practice of this course, students have a deeper understanding of the important role of epigenetic modifications, their scientific research capabilities have been greatly improved, thereby strongly supporting the cultivation of top innovative talents among the students.