Developing an effective support system for inquiry learning in a Web‐based environment

Abstract

Sixty-five teams of basic and secondary school students solved problem-solving tasks during a virtual hike in a Web-based inquiry-learning simulation 'Hiking Across Estonia'. This environment provided learners with all necessary background information for problemsolving and tools for carrying out experiments. There were 25 tasks in certain order about ecological and environmental issues. The teams were clustered according to the data about participants, the results of the pre-and post-test, and their achievement in problem-solving tasks of the virtual hike. Only two out of five clusters were regarded as effective in solving problems and analysing tables, graphs, figures, and photos. The others had difficulties in forming contextual or task and process awareness. A support system for increasing the effectiveness of inquiry learning and enhancing their development of analytical skills was developed on the basis of the strategies that the members of five clusters had used in solving the problems, their achievement in solving the tasks during the virtual hike and in the preand post-test, and the personal data about the teams. The support system contained different notes before solving the problems and changed sequence of the tasks on the virtual hike for some clusters. The usage of this system was evaluated in a second study with 60 teams. The comparison of two studies demonstrated significant effectiveness of the support system to both general problem-solving ability and analytical skills. The characteristics of each cluster and the influence of the support system are discussed in this paper.

A review of the types of mobile activities in mobile inquiry-based learning

“…De Jong & van Joolingen (1998) defined it as an educational strategy based on discovering knowledge that fosters active participation and learners' responsibility. Pedaste & Sarapuu (2006) referred to inquiry-based learning as an approach in which learners solve problems by using their inquiry skills. Recently, inquirybased learning has been increasingly suggested as an efficient approach for fostering students' curiosity and motivation by linking science teaching in schools with informal learning and phenomena in everyday life (Specht, Bedek, Duval, & Held, 2012).…”

Imagining, seeking, inventing: the future of learning and the emerging discovery networks

“…For example, web-based learning systems can be designed to provide tools to enhance structured learning opportunities and enhance learning (Pedaste & Sarapuu, 2006). Tools such as handheld computers can also be used to enhance student learning and performance in classrooms (Kuhlman, Danielson, Campbell, & Topp, 2006).…”

Influence of visual analysis skills and collaborative work on modelling activities in web-based learning environment

“…Pedaste and Sarapuu [9] have already shown that multiple factors, for instance the initial level of problem-solving skills of learners, influence outcomes of solving problems in a web-based learning environment. This study demonstrates that initial level of visual analysis skills is also an important factor influencing the student performances in virtual learning environments.…”