The Effects of Scientific Self-efficacy and Cognitive Anxiety on Science Engagement with “Question-Observation-Doing-Explanation” Model during Schools Disruption in COVID-19 Pandemic

Abstract

<jats:title>Abstract</jats:title> <jats:p>The game-based learning supported by mobile intelligence technology has promoted the renewal of teaching and learning model. Therefore, a model of Question-Observation-Doing-Explanation (QODE) based on smart phones was constructed and applied to the science learning during school disruption in COVID-19 pandemic. In this study, from the theoretical perspective of Cognitive-affective Theory of Learning with Media, Bandura’s Motivation Theory and Community of Inquiry model, self-report measure was used to verify the effect of students’ scientific self-efficacy and cognitive anxiety on science engagement. 357 valid questionnaires were used for structural equation model research. The results of this study indicated that two types of scientific self-efficacy as indicated by scientific leaning ability and scientific learning behavior was negatively associated with cognitive anxiety. In addition, cognitive anxiety was also negatively correlated to four types of science engagement as indicated by cognitive engagement, emotional engagement, behavioral engagement and social engagement through smartphone interactions. These findings provide further evidence for game-based learning promoted by smart phones, contributing to deeper understanding of the associations between scientific self-efficacy, cognitive anxiety and science engagement. The implication of this study pointed out that the QODE model is suitable for implementing at a smart mobile device to students’ science learning.</jats:p>

Game Changer

“…Recently, gamification has been used informally and formally in education, bridging play and learning using game-based design elements (Ofosu-Ampong et al, 2019). However, due to the pandemic, there has been an exponential increase in technology usage in education to support online learning (Yang et al, 2020). The universities in Africa have employed techno-structural reengineering OD intervention to achieve dramatic improvements in engaging and motivating students by considering the potential of technology, particularly in gamifying or integrating digital game-based elements in learning (Sawahel, 2020).…”

“…Technology such as online videos and games has become part and staple of teachers' online lesson delivery during this pandemic (Yang et al, 2020). Ofosu-Ampong et al (2019) argued that leveraging gamification to the schools' learning management system (LMS) can enhance education to be fun and motivating.…”

Cognitive flexibility: exploring students’ problem-solving in elementary school mathematics learning

“…In the current pandemic era, students 'cognitive changes in facing the learning process greatly affect students' ability to complete school assignments (Yang et al, 2020). Yang et al (2020) further explained that long-term isolation has created many difficulties for students in online learning.…”

“…In the current pandemic era, students 'cognitive changes in facing the learning process greatly affect students' ability to complete school assignments (Yang et al, 2020). Yang et al (2020) further explained that long-term isolation has created many difficulties for students in online learning. Among them, students have received a serious stress response due to the issue of the virus in which transmission is very fast (Brooks et al, 2017).…”

Pandemi̇ Dönemi̇ Uzaktan Eği̇ti̇m Süreci̇ni̇n Matemati̇k Öğretmeni̇ Adaylarinin Sinav Performanslarinin Değerlendi̇ri̇lmesi̇ne Yansimasi

“…Pandemi sürecinin eğitime yansıması üzerine yapılan araştırmalar incelendiğinde daha çok uzaktan eğitim sürecinin öğrenme üzerindeki etkisine dair değerlendirmeler yapıldığı (Bozkurt, 2020;Can, 2020;Karadağ & Yücel, 2020;Rebukha & Polishchuk, 2020;Viner vd., 2020), bu sürece ilişkin öğrenci ve öğretmen görüşlerinin alındığı (Almanthari, Maulina, & Bruce, 2020;Can, 2020;Davran, 2020;Karadağ & Yücel, 2020;Tezer & Cumhur, 2020;Yıldız, 2020) görülmektedir. Ayrıca, uzaktan eğitim sürecinin öğrencilerde oluşturduğu fiziksel (Rundle, Park, Herbstman, Kinsey, & Wang, 2020) ve bilişsel (Yang, Zhang, Kong, Wang, & Hong, 2020) gelişimleri konu alan çalışmaların yapıldığı, bu sürecin öğrenciler üzerindeki psikolojik (Cao vd., 2020;Wang vd., 2020) etkilerinin incelendiği araştırmaların yer aldığı görülmektedir. Öğrencilerin uzaktan eğitim sürecinde gösterdikleri gerçek performanslarının değerlendirilmesinin önemli olduğu ve bu duruma dair herhangi bir araştırmanın yapılmadığı dikkatleri çekmiştir.…”