Effects of providing partial hypotheses as a support for simulation‐based inquiry learning

Kuang, Xiulin; Eysink, Tessa H.S.; Jong, Ton de

doi:10.1111/jcal.12415

Cited by 17 publications

(19 citation statements)

References 48 publications

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“…Between the task segmentation groups, the whole task group that received a single broad inquiry question addressing all variables in the inquiry task had equally comprehensive but less systematic investigation compared to the segmented task group that received several narrow questions splitting from the broad question, and the later also showed significantly better conceptual understanding. Kuang et al (2020) used process constraints guidance in hypothesis generation. They found a significant difference in complexity but not testability of the generated hypotheses between two conditions, one was receiving a set of terms that included variables, conditions, and relations to help hypotheses generation and the other was receiving the same guidance plus a partial hypothesis.…”

Section: Resultsmentioning

confidence: 99%

How differently designed guidance influences simulation‐based inquiry learning in science education: A systematic review

Sun

2022

Computer Assisted Learning

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Background: Guidance has showed positive effects on promoting inquiry-based learning in science education. While an increasing number of studies focus on the design of guidance in simulation-based inquiry learning due to recent technology developments, how different designs of a same type of guidance affect learning remains a question. Objectives: This study reviews the (quasi-)experimental research on the learning effects of differently designed guidance in simulation-based inquiry learning in the past decade (2011-2020). The investigation is guided by two questions: how differently designed guidance affects inquiry-based learning in simulated environments in terms of learning process and learning outcomes, and what role technology plays in the design of guidance.In particular, we report on studies that compares the effects of a same type (process constraints/prompts/heuristics/scaffolds/metacognitive supports/direct presentation of information) of guidance with different instructional designs, and select a total of 28 peer-reviewed journal articles. The results indicate no equivocal tendency of effectiveness towards a specific design. Instead, each type of guidance has related factors that may influence its effectiveness. Three major factors that related to optimization of inquiry learning guidance in simulation-based environments are identified: the learner factor, the pedagogical factor, and the technological factor.

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Section: Resultsmentioning

confidence: 99%

How differently designed guidance influences simulation‐based inquiry learning in science education: A systematic review

Sun

2022

Computer Assisted Learning

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“…Summarizing the innovative inquiry-based learning approaches presented, we can state that in each case, learning takes place through scientific inquiry. Thus, the emphasis is that by participating in a research, the learner can learn a number of skills and abilities (Kuang, Eysinck, & de Jong, 2020), as well as enrich subject knowledge (Srisawasdi & Panjaburee, 2018). Furthermore, they are organized around active learning methods that rest on constructivist foundations, so they emphasize the active participation of learners in constructing their knowledge.…”

Section: Discussionmentioning

confidence: 99%

“…The learning objectives and learning outcomes are very diverse for each approach, and they show little development in inquiry skills, which is otherwise an important goal of the original IBL concept. Among the approaches, the application of project-based inquiry learning, game-transformed inquiry-based learning and simulation-based inquiry learning is present in primary and secondary schools (Chu et al, 2011;Kuang et al, 2020;Lester et al, 2014;Spires et al, 2012;Srisawasdi & Panjaburee, 2018;Wen et al, 2020), as well as in higher education (Bopegedera & Coughenour, 2020;Kennedy-Clarke et al, 2011;Bell & Trundle, 2008), while web-based collaborative inquiry learning typically occurs in secondary schools (Raes et al, 2012) and higher education (Xu & Xu, 2011). (Chu et al, 2011) Secondary school (Spires et al, 2012) Higher education (Bopegedera & Coughenour, 2020) Primary school (Hwang & Chen, 2017;Lester et al, 2014) Secondary school (Srisawasdi & Panjaburee, 2018) Higher education (Kennedy-Clarke et al,…”

Section: Discussionmentioning

confidence: 99%

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Innovative Inquiry-based Methods in Learning and Teaching Science

Bónus¹,

Antal²

2021

JSE

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The purpose of the study is to synthesize the peer-reviewed literature about innovative inquiry-based approaches for science learning and teaching. This study answers the following research questions: (1) Based on the peer-reviewed literature, what hybrid inquiry-based learning (IBL) approaches exist which respond to the challenges and expectations of education in the 21st century? (2) What features do they have? (3) What empirical evidence supports their effectiveness? (4) At which levels of education do they appear? (5) What learning outcomes are achieved? Using the methodology of systematic literature review, 110 articles obtained by the Google Scholar engine. We selected different approaches based on the following criteria: (1) they respond to the challenges and expectations of education in the 21st century, (2) technology supports the learning and teaching process, and (3) IBL is combined with some other learning approaches to increase the efficiency of the learning and teaching process. The full texts of 54 studies were read and assessed that satisfied the inclusion criteria. Four categories of hybrid IBL were identified: project-based inquiry learning, game-transformed inquiry-based learning, web-based collaborative inquiry learning, and simulation-based inquiry learning. We define and describe these approaches and present the empirical work in detail. Finally, we compare the presented learning approaches and highlight the limitations of technology integration into the classroom. This study helps to draw attention to the huge pedagogical potential of these technology-supported hybrid IBL approaches and the value of researching them.

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“…In the course of developing Go-Lab, a series of experimental studies aiming at the student level have been conducted, mainly to measure the effect of specific versions of apps (see e.g., van Riesen et al 2018 ; Efstathiou et al 2018 ; Kuang et al 2020 ). The results of these studies were used for the (re)design of those Go-Lab apps.…”

Section: Research Questions On the Instructional Design Processmentioning

confidence: 99%

Understanding teacher design practices for digital inquiry–based science learning: the case of Go-Lab

Jong

Gillet

Rodríguez‐Triana

et al. 2021

Education Tech Research Dev

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Designing and implementing online or digital learning material is a demanding task for teachers. This is even more the case when this material is used for more engaged forms of learning, such as inquiry learning. In this article, we give an informed account of Go-Lab, an ecosystem that supports teachers in creating Inquiry Learning Spaces (ILSs). These ILSs are built around STEM–related online laboratories. Within the Go-Lab ecosystem, teachers can combine these online laboratories with multimedia material and learning apps, which are small applications that support learners in their inquiry learning process. The Go-Lab ecosystem offers teachers ready–made structures, such as a standard inquiry cycle, alternative scenarios or complete ILSs that can be used as they are, but it also allows teachers to configure these structures to create personalized ILSs. For this article, we analyzed data on the design process and structure of 2414 ILSs that were (co)created by teachers and that our usage data suggest have been used in classrooms. Our data show that teachers prefer to start their design from empty templates instead of more domain–related elements, that the makeup of the design team (a single teacher, a group of collaborating teachers, or a mix of teachers and project members) influences key design process characteristics such as time spent designing the ILS and number of actions involved, that the characteristics of the resulting ILSs also depend on the type of design team and that ILSs that are openly shared (i.e., published in a public repository) have different characteristics than those that are kept private.

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Effects of providing partial hypotheses as a support for simulation‐based inquiry learning

Cited by 17 publications

References 48 publications

How differently designed guidance influences simulation‐based inquiry learning in science education: A systematic review

How differently designed guidance influences simulation‐based inquiry learning in science education: A systematic review

Innovative Inquiry-based Methods in Learning and Teaching Science

Understanding teacher design practices for digital inquiry–based science learning: the case of Go-Lab

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