The senior high school students’ learning behavioral model of STEM in PBL

The purpose of the study was to explore a learning behavioral model of project-based learning (PBL) for senior high school students in the context of STEM (science, technology, engineering, and mathematics). Using “audio speakers” as the project theme, a series of tasks were designed to be solved using STEM knowledge via an online platform and student group discussions. A total of 84 volunteer students from a senior high school and a vocational school in Pingtung, Taiwan, were divided into 21 groups. Text analysis and questionnaire survey were administered. Data sources were the participants’ information collected via the STEM online platform and the questionnaire survey regarding STEM in PBL. The findings of the study are as follows: (1) the learning behavioral model for STEM in PBL showed a positive influence on students’ behavior in the form of cognition and behavioral intentions. In addition, cognition and behavioral intentions were positively influenced by attitude. The overall model fit was positive and could effectively explain senior high school and vocational school students’ learning behavior as related to STEM in PBL; (2) according to the results of the analysis of STEM from the online platform, students displayed a positive attitude, attained integrated conceptual and procedural knowledge, and demonstrated active behavioral intentions through STEM in PBL. In addition, the students’ creative and organized project outcomes revealed the effects of their behavior.     

The impact of problem-based learning strategies on STEM knowledge integration and attitudes: an exploratory study among female Taiwanese senior high school students

This study was designed to explore the effects of problem-based learning (PBL) strategies on the attitudes of female senior high school students toward integrated knowledge learning in science, technology, engineering, and mathematics (STEM). Content analysis and focus group methods were adopted as the research processes. Data and information about the STEM internet platform, an attitude scale and the contents of interviews were also collected for analysis. The subjects were 10th grade students at a girls’ senior high school who volunteered to organize teams for a Solar Electric Trolley Contest. A total of 40 students were grouped into 18 teams. The results of the study indicate: (1) that PBL strategies can be helpful in enhancing students’ attitudes toward STEM learning and the exploration of future career choices; (2) that the PBL teaching strategy helped to lead students step by step toward completing the contest’s mission and to experience the meaning of integrated STEM knowledge; (3) that not only that students can actively apply engineering and science knowledge, but also that students tend to gain more solid science and mathematics knowledge through STEM learning in PBL; and (4) that PBL can enhance students’ abilities and provide them experiences related to knowledge integration and application. Therefore, it is recommended that the curriculum at the girls’ senior high school include more content related to specialty subjects to enhance their technological capabilities. In addition, a learning mechanism should be offered to aid advisers or teachers in strengthening students’ integrated and systematic knowledge about STEM.     

The impact of team‐member exchange,differentiation, team commitment,and knowledge sharing on R&D project team performance

This paper integrates team‐member exchange (TMX), affective commitment, and knowledge sharing to examine how work unit TMX influences employees' R&D project team commitment and intention to share knowledge, and how team knowledge‐sharing intention and TMX differentiation influences team performance. The results support the relationships between work unit TMX and employees' intention to share knowledge and team commitment. In addition, the results show that work unit TMX increases intention to share knowledge through increasing group members' team commitment. At the group level, the results support the relationships between team knowledge‐sharing intention and team performance. The results also show that TMX differentiation moderates the relationship between work unit TMX and team performance. That is, greater work unit TMX is more likely to achieve higher team performance in a team with low TMX differentiation as opposed to a team with high TMX differentiation. Implications for theory building, future research, and R&D management are discussed.     

Technological change as chaotic process

In this paper, we draw upon the concepts of chaos theory to examine technological change as a pattern of punctuated equilibrium through the alternation of continuity and discontinuity across time. We advocate the application of the chaos mathematical technique of time‐varying local Lyapunov exponents to estimate the rates of change, timing of technological transitions and the continuity–discontinuity loop time periods. To illustrate our framework of ideas, we investigated and compared the development of four technologies – semiconductor, display, software, and biotechnology – from 1976 to 2005, using time series patent data. Implications for theory, method, and practice are discussed.     

A pricing‐error rule on share distribution in equity joint ventures: The Bayesian approach

Equity joint ventures (EJVs) are a popular governance mode of inter‐firm cooperation that has attracted substantial research attention. The literature, however, still lacks a precise rule for the parents to follow in splitting the equity shares of an EJV, although share distribution is critical to almost all aspects of the co‐ownership relationship. In this study, we fill this literature gap by taking the Bayesian approach to draw a pricing‐error rule on share distribution in EJVs. More specifically, we contend that equity participation by two firms in an EJV allows profit sharing to correct for the errors that they might commit in pricing their inputs to the EJV. For profit sharing to fully nullify such pricing errors, the shares of an EJV must be split between the parent firms in a percentage combination that matches the relative sizes of their pricing errors. Because pricing errors are observable only afterward, share distribution in EJVs resembles a Bayesian process, in which the partners keep updating their estimates on pricing errors to adjust share distribution to a percentage combination that could best nullify their pricing errors. Thus, the eventual outcome of share adjustment is EJV buyout, in that the partner whose pricing errors remain substantial buys out the shares of the other whose pricing errors have become tolerable.     

Perceived identifiability,shared responsibility and innovative work behavior*

Based on social loafing theory, we develop and test the relationships between employee perceived identifiability, shared responsibility and innovative work behavior in the team context. Additionally, we investigate the moderating effect of coworker trust on these relationships. In a study of pair data from 142 ward heads and nurses in Indonesian hospitals, we find that perceived identifiability is positively associated with innovative work behaviors while perceived shared responsibility is negatively associated with the innovative work behaviors of employees. Meanwhile, employee perceived coworker trust moderates the negative relationship between perceived shared responsibility and innovative work behaviors. We discuss details of the relationships among these variables, and offer suggestions and implications.     

The mediating role of organizational justice on the relationship between administrative performance appraisal practices and organizational commitment

This study investigates the relationships among administrative performance appraisal (PA) practices, perception of organizational justice and organizational commitment. The results obtained from 395 employees who work in manufacturing companies in Taiwan show that the implementation of administrative PA activities is highly associated with employee perception of organizational justice and that the level of perceived organizational justice is highly associated with the level of organizational commitment. The results also demonstrate that perceived organizational justice has a partial mediating effect on the relationship between administrative PA practices and organizational commitment. Theoretical and practical implications of these results are discussed.     

Creative teachers and creative teaching strategies

The purpose of this study is to explore the factors that influence creative teaching and to find out what effective strategies are used by three award‐winning teachers in the learning area of Integrated Activities. As creative thinking is crucial for the knowledge economy, it is essential that education serves its purpose in improving this important aspect. The methods used for data collection include in‐depth interview, focus group interview, classroom observation and content analysis. Three teachers with a GreaTeach Creative Instruction Award for creative teaching in the Integrated Activities field were selected as subjects. Results were acquired by analysing the interview content, the teaching plans, teachers’ reflection and the classroom observation videotapes. The study found that: the factors influencing creative teaching in Integrative Activities are (a) personality traits: persistence, willingness to develop, acceptance of new experiences, self‐confidence, sense of humour, curiosity, depth of ideas, imagination, etc.; (b) family factors: open and tolerant ways of teaching children, creative performance of parents, etc.; (c) experiences of growth and education: self‐created games and stories, brainstorming between classmates, etc.; (d) beliefs in teaching, hard work, motivation and (e) the administrative side of school organization. Among these factors, beliefs in teaching, hard work and motivation are the main aspects. The effective teaching strategies used by the awarded teachers are: student‐centred activities, a connection between teaching contents and real life, management of skills in class, open‐ended questions, an encouragement of creative thinking and use of technology and multimedia. Integrated Activities are closely connected to life experience and a basis for the development of creative thinking within education.     

Intra-lndustry Effects of Corporate Capital Investment Announcements

We examine how announcements of corporate capital investments by one firm affect the stock prices of its competitors. We find that on average, rivals experience a signifi cantly negative valuation effect. The results suggest that for the sample as a whole, the competitive effect dominates the contagion effect. We further examine various factors that could potentially explain the heterogeneous intra-industry effects of capital investment announcements. We find that rivals' share prices are more adversely affected when the announcer experiences a higher announcement effect or is the first mover in the industry. We also show that rivals experience a greater wealth loss when they have poorer investment opportunities or higher financial leverage.     

Integrating technology readiness into technology acceptance: The TRAM model

Based on previous theoretical streams, the present study integrates technology readiness (TR) into the technology acceptance model (TAM) in the context of consumer adoption of e‐service systems, and theorizes that the impact of TR on use intention is completely mediated by both perceptions of usefulness and ease of use. TAM was originally developed to predict people's technology‐adopting behavior at work environments, but this research stemmed from a questioning of its applicability in marketing (i.e., non‐work) settings. The differences between the two settings are exhibited by consumers' self‐determining selection behavior and their high involvement in the e‐service creation and delivery process. This paper first reviews the TAM and the construct of technology readiness, and then proposes and empirically tests an integrated Technology Readiness and Acceptance Model (TRAM) to augment TAM by taking technology readiness construct into the realm of consumers' adoption of innovations. The results indicate that TRAM substantially broadens the applicability and the explanatory power of either of the prior models and may be a better way to gauge technology adoption in situations where adoption is not mandated by organizational objectives. Further, theoretical and practical implications and future research directions are discussed. © 2007 Wiley Periodicals, Inc.