Data for Bilingual Teaching Pedagogies in Academic Practice.

Hypothesis: Embed teaching pedagogies is better than flipped classroom alone. The single factors of revised Bloom's digital knowledge dimensions might exist satatistical relationship. Supposing one color of hats principally affect the thinking results of “Six Thinking Hats”, it is interesting to confirm. Students’ satisfaction is principally affected by innovative thinking.

Abstract: To explore a bilingual course of Insect Physiology and Biochemistry, we have, in recent years, tried to embed teaching pedagogies, such as a flipped classroom that combines brainstorming and “Six Thinking Hats”, in undergraduate education. The Statistical Product and Service Solutions (SPSS) analysis revealed that there are no significant differences between the final test scores of the classes. Interestingly, a revised analysis of Bloom's digital knowledge dimensions showed that the knowledge dimension exhibited procedure collinearity, and Factual negatively affected Metacognitive in both the Toulmin’s practical argument and control groups. The addition of “Six Thinking Hats” generated higher quality and more creative ideas than a flipped classroom alone, and it promoted the students to consider the issues more quickly. We confirmed that the participants under the yellow and green hats generated higher quality ideas than the participants under the red hats in the creative and innovative thinking model. Partial least squares structural equation modeling analysis of the effect of teaching confirmed the reflective model and data at satisfactory validity and suggested that essential teaching procedures have a nearly equal influence on the higher-order construction of brainstorming and innovative thinking. Skill has a strong effect on brainstorming. Similarly, we also confirmed that brainstorming has a strong effect on innovative thinking. However, students’ satisfaction is principally affected by innovative thinking but not by brainstorming.

研究假设：嵌入式教学法优于单一翻转课堂（flipped classroom）教学模式。修订版布鲁姆数字化知识维度（revised Bloom's digital knowledge dimensions）的单一因子间可能存在统计关联。假设六顶思考帽（Six Thinking Hats）的某一顶帽子颜色会显著影响思考结果，该假设值得验证。学生满意度主要受创新思维的影响。
摘要：为探索《昆虫生理学与生物化学》双语课程的教学路径，近年来我们在本科教育中尝试嵌入结合头脑风暴与六顶思考帽（Six Thinking Hats）的翻转课堂等教学法。经统计产品与服务解决方案（SPSS）分析显示，各班期末测试成绩无显著差异。值得关注的是，针对修订版布鲁姆数字化知识维度的再分析结果表明，知识维度存在过程共线性，且在图尔敏实践论证（Toulmin’s practical argument）组与对照组中，事实性知识均对元认知产生负向影响。相较于单一翻转课堂模式，加入六顶思考帽的教学能生成质量更高、更具创造性的想法，并促使学生更快速地思考问题。我们证实，在创造性与创新思维模型中，佩戴黄色与绿色思考帽的参与者所生成的想法质量显著高于佩戴红色思考帽的参与者。针对教学效果的偏最小二乘结构方程模型（Partial least squares structural equation modeling）分析验证了反思模型与数据具有良好的效度，结果显示核心教学流程对头脑风暴与创新思维的高阶建构具有近乎均等的影响。技能对头脑风暴具有显著正向影响。同理，我们也证实头脑风暴对创新思维具有显著正向影响。然而，学生满意度主要受创新思维的影响，而非头脑风暴。