Conducting guided inquiry in science classes using authentic, archived, web-based data

Uçar, Sedat; Trundle, Kathy Cabe

doi:10.1016/j.compedu.2011.02.007

Cited by 42 publications

(15 citation statements)

References 59 publications

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“…Due to the complexity and the richness of real‐world environments, authentic inquiry investigations could be difficult for students, implying the necessity of providing learning supports (Ucar & Trundle, ; Wang et al , ). With the advance of mobile and network technologies, several studies have illustrated the benefits of using mobile technology to support IBL activities (Tsai, Tsai, & Hwang, ; Vogel et al , ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Several scholars have further addressed the potential of adopting IBL for improving students’ conceptual understanding as well as their higher level thinking (Hsu, Lai, & Hsu, ; NRC, ). Nevertheless, some difficulties in carrying out IBL activities in a real‐world environment have been pointed out, including the fact that it is time consuming to implement an IBL activity, the complex information in the contexts and the students’ low engagement level (Lim, ; Ucar & Trundle, ).…”

Section: Introductionmentioning

confidence: 99%

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Influences of an inquiry‐based ubiquitous gaming design on students’ learning achievements, motivation, behavioral patterns, and tendency towards critical thinking and problem solving

Hwang¹,

Chen²

2016

Brit J Educational Tech

118

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In this paper, an inquiry-based ubiquitous gaming approach was proposed. The objective of the study was to enhance students' performances in in-field learning activities. To show the advantages of the approach, an experiment was carried out to assess the effects of it on students' learning achievement, motivation, critical thinking, and problem solving. Furthermore, the students' behavioral patterns were investigated via content and sequential analysis methods. The experimental outcomes show that the approach promoted students' performances of learning achievement and intrinsic motivation; moreover, the students' perceptions of their problem solving and critical thinking were significantly promoted as well. The learning behavior analysis further show that the designated approach stimulated the participants to actively engage in field observation, comparison, and data searching in the context ware in-field learning activity.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Influences of an inquiry‐based ubiquitous gaming design on students’ learning achievements, motivation, behavioral patterns, and tendency towards critical thinking and problem solving

Hwang¹,

Chen²

2016

Brit J Educational Tech

118

View full text Add to dashboard Cite

show abstract

“…Similarly, de Jong (2006) stated that computer simulations could help improve skills utilized in the inquiry cycle, related to hypothesizing, determining variables and the relationships between them, making inferences, and interpretation. In cases where the classroom environment is not appropriate for data collection (Lee & Songer, 2003;Uçar & Trundle, 2011), the use of technology in the learning process promotes the visualizing of the lesson, facilitates the work of the teacher, and widens the perspective of students (Bozdoğan, 2011). Technology incorporates students into the learning process by allowing them to establish strong links between independent, cumulative information held in their mind and transfer this knowledge to new situations (Novak & Krajick, 2006).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Technology-Supported Inquiry-Based Learning in Science Education: Action Research

Ünlü

Dökme

2020

Journal of Education in Science, Environment and Health

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“…Pembelajaran IPA harus mampu mengambil keputusan yang tepat saat menggunakan konsep ilmiah, selama ini faktor kreatifitas dan motivasi yang perlu ditingkatkan, adalah satu alternatif yang paling efektif dengan inquiry (Dewi, 2016;Rizkiana, et al, 2016;Suarni, 2019;Ucar & Trundle, 2011;Vlassi & Karaliota, 2013). Agar tujuan tersebut dapat tercapai, maka Ilmu Pengetahuan Alam (IPA) perlu diajarkan dengan cara yang tepat dan melibatkan siswa secara aktif.…”

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Penerapan Metode Inquiry Sebagai Usaha Untuk Meningkatkan Hasil Belajar Ipa Pada Materi Penggolongan Hewan Di Kelas Iv Sd Seluma

Kusumah

Walid

Pitaloka³

et al. 2020

JPMIPA

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This study aims to determine the increase in learning outcomes of students in 4th grade Seluma 28th Public Elementary School on natural science subjects classifying animals by using the inquiry method. The research subjects 18 students, consisting of 10 male students and 8 female students. This type of research is classroom action research. This research consists of three stages, namely 1). Planning, 2). Actions, 3). Observation, and 4) Reflection. This research was conducted in three cycles, namely Pre-Cycle, Cycle I, and Cycle II. The data collection technique was carried out by observing what was done by the teacher and the supervisor 2. From the results of the research conducted, it was seen an increase in student learning outcomes from each cycle. In the pre-cycle implementation, the average value of student learning outcomes is 64.44 with 50% completeness. In cycle I the average value of student learning outcomes is 76.11 with 72% completeness. In cycle II the average value of student learning outcomes is 88.89 with 100% completeness. From the results of this learning improvement study, it can be seen that the application of the inquiry method to the subjects of Natural Sciences classifying Animals can improve the learning outcomes of Grade IV students at SD Negeri 28 Seluma.AbstrakPenelitian ini bertujuan untuk mengetahui peningkatan hasil belajar siswa kelas IV SD Negeri 28 Seluma pada mata pelajaran IPA pokok bahasan Menggolongkan Hewan dengan menggunakan metode inquiry. Subjek penelitian adalah siswa-siswi kelas IV SD Negeri 28 Seluma yang berjumlah 18 orang yang terdiri atas 10 siswa laki-laki dan 8 siswi perempuan. Jenis penelitian ini adalah penelitian tindakan kelas. Penelitian ini terdiri dari tiga tahapan yaitu 1) Perencanaan, 2) Tindakan, 3) Observasi, dan 4) Refleksi. Penelitian ini dilakukan dalam tiga siklus, yaitu Pra Siklus, Siklus I, dan Siklus II. Teknik pengumpulan data dilakukan dengan cara melakukan observasi yang dilakukan oleh guru dan supervisor 2. Dari hasil penelitian yang dilakukan terlihat adanya peningkatan hasil belajar siswa dari setiap siklus. Pada pelaksanaan pra siklus, nilai rata-rata hasil belajar siswa 64,44 dengan ketuntasan 50%. Pada siklus I nilai rata-rata hasil belajar siswa 76,11 dengan ketuntasan 72%. Pada siklus II nilai rata-rata hasil belajar siswa 88,89 dengan ketuntasan 100%. Dari hasil penelitian perbaikan pembelajaran ini terlihat bahwa penerapan metode inquiry pada mata pelajaran IPA pokok bahasan Menggolongkan Hewan dapat meningkatkan hasil belajar siswa kelas IV SD Negeri 28 Seluma.Kata Kunci: Metode Inquiry: IPA; Hasil belajar; Penggolongan Hewan.

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Conducting guided inquiry in science classes using authentic, archived, web-based data

Cited by 42 publications

References 59 publications

Influences of an inquiry‐based ubiquitous gaming design on students’ learning achievements, motivation, behavioral patterns, and tendency towards critical thinking and problem solving

Influences of an inquiry‐based ubiquitous gaming design on students’ learning achievements, motivation, behavioral patterns, and tendency towards critical thinking and problem solving

The Effect of Technology-Supported Inquiry-Based Learning in Science Education: Action Research

Penerapan Metode Inquiry Sebagai Usaha Untuk Meningkatkan Hasil Belajar Ipa Pada Materi Penggolongan Hewan Di Kelas Iv Sd Seluma

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