Ascending Volcanic Fluids Portended by Spatiotemporal Variations of the Earthquake Mechanisms in the Tatun Volcano Group in Northern Taiwan

2021 ◽  
Vol 48 (9) ◽  
Author(s):  
Hsin‐Chieh Pu ◽  
Cheng‐Horng Lin ◽  
Hsiao‐Fen Lee ◽  
Ya‐Chuan Lai ◽  
Li‐Chin Chang ◽  
...  
Keyword(s):  
Spatiotemporal Variations ◽  
Volcanic Fluids ◽  
Northern Taiwan

scholarly journals Spatiotemporal Variations of NDVI in Xinjiang Tianchi Bogda Peak natural reserve from 1990 to 2015

2021 ◽  
Vol 787 (1) ◽  
pp. 012091
Author(s):  
Jiaqi Wu ◽  
Liang Chen ◽  
Zhuo Fu ◽  
RuLin Xiao ◽  
Ruihong Wen ◽  
...  
Keyword(s):  
Spatiotemporal Variations ◽  
Natural Reserve

scholarly journals Spatiotemporal variations of surface water microplastics near Kyushu, Japan: A quali-quantitative analysis

2021 ◽  
Vol 169 ◽  
pp. 112563
Author(s):  
Tsunefumi Kobayashi ◽  
Mitsuharu Yagi ◽  
Toshiya Kawaguchi ◽  
Toshiro Hata ◽  
Kenichi Shimizu
Keyword(s):  
Quantitative Analysis ◽  
Surface Water ◽  
Spatiotemporal Variations

A Phenomenographic Analysis of College Students’ Conceptions of and Approaches to Programming Learning: Insights From a Comparison of Computer Science and Non-Computer Science Contexts

2021 ◽  
pp. 073563312199595
Author(s):  
Te-Lien Chou ◽  
Kai-Yu Tang ◽  
Chin-Chung Tsai
Keyword(s):  
College Students ◽  
Computer Science ◽  
Learning Outcomes ◽  
Approaches To Learning ◽  
Digital Age ◽  
Conceptions Of Learning ◽  
Community Interactions ◽  
Learning Programming ◽  
Northern Taiwan ◽  
Rote Memory

Programming learning has become an essential literacy for computer science (CS) and non-CS students in the digital age. Researchers have addressed that students’ conceptions of learning influence their approaches to learning, and thus impact their learning outcomes. Therefore, we aimed to uncover students’ conceptions of programming learning (CoPL) and approaches to programming learning (APL), and analyzed the differences between CS and non-CS students. Phenomenographic analysis was adopted to analyze 31 college students (20 CS-related, and 11 not) from northern Taiwan. Results revealed six categories of CoPL hierarchically: 1. memorizing concepts, logic, and syntax, 2. computing and practicing programming writing, 3. expressing programmers’ ideas and relieving pressure, 4. applying and understanding, 5. increasing one’s knowledge and improving one’s competence, and 6. seeing in a new way. Four categories of APL were also found, namely: 1. copying from the textbook, teachers, or others, 2. rote memory, 3. multiple exploration attempts, and 4. online or offline community interactions. Furthermore, we found that most CS students held higher level CoPL (e.g., seeing in a new way) than non-CS students. However, compared with non-CS students, CS students adopted more surface approaches to learning programming, such as copying and rote memory. Implications are discussed.

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