Developing a cycle-mode POED model and using scientific inquiry for a practice activity to improve students’ learning motivation, learning performance, and hands-on ability

Chen, Jyun-Chen

doi:10.1080/10494820.2020.1716023

Cited by 19 publications

(14 citation statements)

References 29 publications

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“…Modern research proves that motivation is effectively influenced by: -innovative teaching methods (Khadzhiev & Rakhimov, 2019;Tiwery & Souisa, 2019); -problem-based learning (Wijnia & Servant-Miklos, 2019); -indirect learning through activities (Tsai et al, 2019); -learning through research (Chen, 2020), in particular the creation of startups (Jinhyuk & Hyuk, 2020); -extracurricular work (Shaffer, 2019) and non-formal education (Stancescu et al, 2018).…”

Section: Analysis Of Recent Research and Publicationsmentioning

confidence: 99%

Motivation Discourse of Student's Personality in Educational Activity

Васюк

Vygovska

Malyshevskyi

et al. 2022

RREM

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The article provides theoretical and methodological aspects of motivating students to study in higher education establishment. It is proved that motivation is the system of complementary motives formed and manifested in the activities. The aim of this article is to study the characteristics of educational motivation of students of higher education with the allocation of leading motives. The article emphasizes that the motives for “learning knowledge” and “mastering the profession” are the leading motives for students. Less significant is the motive “getting a diploma” and that success affects students' learning motivation. Studying motivation is defined as a form of motivation that is a part of studying and educational activities. They are determined the following motives of student learning: cognitive, broad social, pragmatic, professional-axiological, aesthetic, status-positional, communicational, traditional-historical, utilitarian-practical, educational-cognitive, social and personal prestige, unconscious, etc. During the study it was found that success is not always determinative in motivation to study. Respondents’ answers to the open questions of the questionnaire were controversial. Certain personal qualities were called by some students as the ones that promote studying, while the other respondents want to get rid of them. This suggests that motivation in studying is affected by student’s character and his or her personal qualities.

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Section: Analysis Of Recent Research and Publicationsmentioning

confidence: 99%

Motivation Discourse of Student's Personality in Educational Activity

Васюк

Vygovska

Malyshevskyi

et al. 2022

RREM

View full text Add to dashboard Cite

show abstract

“…Research studies had found that the POE inquiry learning approach contributed to learners' conceptual understanding and learning science (e.g., Arsy et al, 2019;Ayvacı, 2013;Banawi et al, 2019;Chen et al, 2020;Hong et al, 2014;Jasdilla et al, 2018). For example, Chen et al (2020) implemented the POE strategy in a science inquiry study and proved that POE promoted students' conceptual change and science learning. In addition, Jasdilla et al (2018) tested the POE strategy, and their results showed that it had effects on fifth-grade students' mental models in science learning.…”

Section: The Poe Inquiry-based Learning Modelmentioning

confidence: 99%

Exploring the Effects on Fifth Graders’ Concept Achievement and Scientific Epistemological Beliefs: Applying the Prediction-Observation-Explanation Inquiry-Based Learning Model in Science Education

Zhao

Liu

et al. 2021

JBSE

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The inquiry-based learning model can facilitate students’ understanding of scientific concepts. Scientific epistemological beliefs (SEBs) are related to students’ beliefs about the nature of the process of knowledge in science education. However, whether the “prediction-observation-explanation” (POE) inquiry-based learning model can facilitate fifth graders’ concept achievement and SEBs in science education has not been extensively studied. This study selected the unit of Light Refraction to explore the effects of POE learning on fifth graders’ science concept achievement and SEBs. The Light Refraction Test and Scientific Epistemological Beliefs measurement were applied to the two groups prior to and following the experiment. The experimental group (N=86) participated in POE inquiry-based learning, whereas the control group (N=88) participated without POE inquiry-based learning. The results revealed a significant difference between the two groups, with the experimental group learners performing better than the control group in the concept achievement. In addition, the results showed better positive effects of POE on experimental group learners’ SEBs in the scales of Source and Certainty. Findings suggested that learners achieved better concept achievements and SEBs with the approach of POE inquiry-based learning, which pointed to certain implications for inquiry-based teaching, as well as in education of future science instructors. Keywords: inquiry-based learning model, light refraction, prediction-observation-explanation, science education, scientific epistemological beliefs

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“…Similarly, Youssef [10] contended that hands-on experience enables learners to develop realistic expectations of what the HIS is able to offer. Thus, learners are able to strengthen the connection between personal experiences, learning content, knowledge, and a concrete task, resulting in better comprehension of abstract concepts [38].…”

Section: Practice and Problem-based Learningmentioning

confidence: 99%

“…Iterative assessment of learners' performance with new scenarios enables learners to demonstrate their knowledge and their competency in using their knowledge to deal with the new and more difficult cases being presented. Practice-based learning strengthens learners' knowledge integration and application in a real-life setting [38]. Younge et al [37] noted that educating with materials, which provide opportunities for active learning and using assessments that evaluate what learners know (efficiency) and how they use existing knowledge to solve new problems helps to foster adaptive expertise.…”

Section: Integrate Learning Into Practicementioning

confidence: 99%

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An Education Framework for Effective Implementation of a Health Information System: Scoping Review (Preprint)

Jeyakumar¹,

McClure²,

Lowe³

et al. 2020

Preprint

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BACKGROUND Supporting healthcare providers to optimize their use of a new Health Information System (HIS) requires effective HIS education; failure to do so can significantly thwart an organization’s HIS implementation and sustainability efforts. OBJECTIVE This scoping review aimed to understand the most effective educational strategies and approaches to enable healthcare providers to optimally use a Health Information System. METHODS Ovid Medline, Ovid, Embase, EBSCO Cumulative Index to Nursing and Allied Health Literature (CINAHL), and EBSCO Education Resources Information Center (ERIC) were searched to identify relevant articles. Relevant studies were systematically reviewed and analyzed, using a qualitative thematic analysis approach. RESULTS Of the 3539 studies screened, 17 studies were included for data extraction. The literature on the most effective approaches in enabling healthcare providers to optimally use an HIS emphasized the importance of investing in engaging and understanding learners in the clinical context; maximizing the transfer of learning to care; and designing continuous and agile evaluation to meet the emerging demands of the clinical environment. CONCLUSIONS This study supported the advancement of a new HIS learning model that organizational leaders and educators can use to guide HIS education design and development. Future research should examine how this model can be translated into practice.

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Developing a cycle-mode POED model and using scientific inquiry for a practice activity to improve students’ learning motivation, learning performance, and hands-on ability

Cited by 19 publications

References 29 publications

Motivation Discourse of Student's Personality in Educational Activity

Motivation Discourse of Student's Personality in Educational Activity

Exploring the Effects on Fifth Graders’ Concept Achievement and Scientific Epistemological Beliefs: Applying the Prediction-Observation-Explanation Inquiry-Based Learning Model in Science Education

An Education Framework for Effective Implementation of a Health Information System: Scoping Review (Preprint)

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