Teaching Pupils to Design Comparative Experiments with Web-Based Inquiry Unit During COVID-19 Pandemic: A Pilot Study

Chao, Qing; Lu, Tianbo; Zhao, Xiaoyu; Peng, Qingqing; Zhao, Guoqing

doi:10.1088/1742-6596/1931/1/012003

Cited by 3 publications

(3 citation statements)

References 6 publications

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“…Through this research, LKS improvements are needed and achieving the demands of inquiry-based physics learning. (Chao et al, 2021) Investigate the effectiveness of online science investigations during the COVID-19 pandemic.…”

Section: Resultsmentioning

confidence: 99%

Research Profile of Inquiry on Physics Learning During the COVID-19 Pandemic

Prahanı

Jatmiko²,

Amelia³

et al. 2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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This study aims to analyze the application of inquest model learning during the COVID-19 pandemic. This research method reviewed literature and research articles as many as 15 articles that met the criteria both nationally and internationally which included inquiry models and physics learning when the pandemic was used in this research. Data collection is done indirectly and in the form of secondary data. The results showed that 1) The application of the inquiry learning model during the COVID-19 pandemic in improving students' understanding and critical and creative thinking skills increased significantly. 2) The use of online learning tools based on inquiry learning models shows an increase in students' understanding of concepts and critical thinking skills. 3) Online learning tools are categorized as feasible for use in physics learning during the COVID-19 pandemic. 4) It takes a long time to implement the inquiry learning model as long as online learning media, especially e-modules, have not met the demands of 21st century learning

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Section: Resultsmentioning

confidence: 99%

Research Profile of Inquiry on Physics Learning During the COVID-19 Pandemic

Prahanı

Jatmiko²,

Amelia³

et al. 2023

jppipa, pendidikan ipa, fisika, biologi, kimia

View full text Add to dashboard Cite

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“…WISE is a web‐based platform developed by Marcia C. Linn and her research team from UC Berkeley (Gerard et al., 2022). This platform has been found to be an efficient approach in scientific inquiry learning (Chao et al., 2021; Ibourk et al., 2022; Raes & Schellens, 2016) and has been widely used to build activities in developing students' scientific inquiry abilities (Donnelly et al., 2015; Gerard, Bradford, & Linn, 2022; Gerard et al., 2022; Ulus & Oner, 2020; Vitale et al., 2019). All projects in WISE were in alignment with the concept of KI theory (Cui et al., 2022; Gerard et al., 2022; King Chen & Linn, 2019).…”

Section: Methodsmentioning

confidence: 99%

Knowledge Integration in Science Learning: Tracking Students' Knowledge Development and Skill Acquisition with Cognitive Diagnosis Models

Xu,

Ren,

Zhang

et al. 2024

Educational Measurement

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In scientific literacy, knowledge integration (KI) is a scaffolding‐based theory to assist students' scientific inquiry learning. To drive students to be self‐directed, many courses have been developed based on KI framework. However, few efforts have been made to evaluate the outcome of students' learning under KI instruction. Moreover, finer‐grained information has been pursued to better understand students' learning and how it progresses over time. In this article, a normative procedure of building and choosing cognitive diagnosis models (CDMs) and attribute hierarchies was formulated under KI theory. We examined the utility of CDMs for evaluating students' knowledge status in KI learning. The results of the data analysis confirmed an intuitive assumption of the hierarchical structure of KI components. Furthermore, analysis of pre‐ and posttests using a higher‐order, hidden Markov model tracked students' skill acquisition while integrating knowledge. Results showed that students make significant progress after using the web‐based inquiry science environment (WISE) platform.

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“…Integrating science-based subjects with a web-based learning environment has received much attention in China (Chao et al, 2021;Chen & Huang, 2018). With the combined online and face-to-face learning context (Garrison & Kanuka, 2004), students experience higher motivation and satisfaction (Woltering et al, 2009), and more excellent learning performance (Halverson et al, 2014), especially in STEM disciplines (Gerard et al, 2022;Vo et al, 2017).…”

Section: Practitioner Notesmentioning

confidence: 99%

Improving students' inquiry learning in web‐based environments by providing structure: Does the teacher matter or platform matter?

Cui

Zhao

Zhang

2022

Brit J Educational Tech

Self Cite

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Web‐based scientific inquiry learning is characterized as providing an autonomy‐supportive environment for students to solve scientific problems. However, as a complementary approach for improving students' learning, structure‐supportive strategies in a web‐based learning environment deserve further exploration. Whilst both teachers and platforms could make essential contributions in providing structure support, research findings concerning how teachers could successfully interact with the platform in such an environment are scarce. Grounded on self‐determination theory, two quasi‐experimental studies with pre and post measurements were conducted to address two questions. First, whether structure support could improve students' inquiry learning in an autonomous web‐based inquiry learning environment? Second, what is the relationship between teachers and platforms in doing this? As hypothesized, study 1 provides empirical evidence on the effectiveness of applying structure‐supportive instructional strategies in autonomous web‐based scientific inquiry. Study 2 confirmed that students performed best in the class with high structure support provided by both teachers and platforms. The results shed light on the positive impacts of integrating both autonomy and structure support and emphasize the critical role of teachers in a web‐based inquiry learning environment. Additionally, they infer a possible causal link between the efficient application of structure strategies and students' learning outcomes. What is already known about this topic A web‐based scientific inquiry learning environment is helpful in assisting science inquiry learning. However, appropriate scaffolding is critical for students in regulating their learning. The autonomy‐ and structure‐supportive strategies could positively influence students' academic performance in the traditional face‐to‐face environment. However, how to integrate both strategies in web‐based learning environments deserves more exploration. Both teachers and platforms should make important contributions in providing structure support, but empirical evidence on how to integrate both are highly needed. What this paper adds The findings of the current study contribute to the growing body of literature by highlighting the potential importance of self‐determination theory (SDT) in designing instructional strategies from an integrated perspective, particularly in a web‐based scientific learning environment. The results shed light on the positive impacts of integrating both autonomy and structure support, but also provide more implications inferring a possible causal link between the efficient application of structure strategies and students' learning outcomes. The results further indicated the essential role of teachers in a web‐based inquiry science environment. Implications for practice and/or policy As we recognize the significance of autonomy‐supportive web‐based learning environments, its weaknesses should not be ignored. In designing such a platform, appropriate str...

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Teaching Pupils to Design Comparative Experiments with Web-Based Inquiry Unit During COVID-19 Pandemic: A Pilot Study

Cited by 3 publications

References 6 publications

Research Profile of Inquiry on Physics Learning During the COVID-19 Pandemic

Research Profile of Inquiry on Physics Learning During the COVID-19 Pandemic

Knowledge Integration in Science Learning: Tracking Students' Knowledge Development and Skill Acquisition with Cognitive Diagnosis Models

Improving students' inquiry learning in web‐based environments by providing structure: Does the teacher matter or platform matter?

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