Using technology to support science inquiry learning

Williams, John; Nguyen, Nhung X.; Mangan, J. Marshall

doi:10.3926/jotse.234

Cited by 23 publications

(18 citation statements)

References 17 publications

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“…In a world constantly evolving with an explosion of information and communication technologies (ICT), new technologies offer science education quick and flexible access to information, resources and experts (Williams et al, 2017). Mishra and Koehler (2006) suggested the term technological pedagogical content knowledge (TPCK) to describe knowledge essential to support intelligent uses of technology in teaching and learning, for example, to promote a student's ability to analyze and interpret data and acquire understanding of scientific concepts and spatial intelligence (Dani and Koenig, 2008;Koehler et al, 2007Koehler et al, , 2013Wu and Huang, 2007).…”

Section: Technological Pedagogical Content Knowledge For Stem Educationmentioning

confidence: 99%

Integrating Teachers to Teach an Interdisciplinary STEM-Focused Program about Sound, Waves and Communication Systems

Awad

Salman

Barak

2019

European Journal of STEM Education

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The insufficiency of teachers who teach integrative science, technology, engineering and mathematics (STEM) courses is a major challenge facing science education today. Many teachers lack adequate expertise to combine disciplines and choose effective instructional approaches. This study examines how and to what extent teachers might succeed in teaching an innovative STEM program about a sound, waves and communication systems course in an information and communication technology-based environment. This research adopted a qualitative method to understand better the experience of three teachers who taught the course for the first time. Data collection tools included documenting mentoring meetings, observing in the classrooms and interviewing the teachers. The data were transcribed and analyzed using the content analysis method. The findings show that the teachers had only partial knowledge and, initially, even misconceptions about sound. However, their technological pedagogic content knowledge improved significantly due to the researcher's gradual but continual guidance. Four major factors contributed to the teachers' professional development: (a) dealing with innovative contents, (b) using different (advanced) teaching methods, (c) predesigning the instructional course materials and (d) offering the researcher-mentor's developmental supervision.

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Section: Technological Pedagogical Content Knowledge For Stem Educationmentioning

confidence: 99%

Integrating Teachers to Teach an Interdisciplinary STEM-Focused Program about Sound, Waves and Communication Systems

Awad

Salman

Barak

2019

European Journal of STEM Education

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“…However, the inquiry teaching model has some limitations. It has not been applied using information and communication technology (ICT), while ICT is the main key in 21st century teaching (Williams et al, 2017). In addition, the inquiry model has not trained students yet to think and work on their own initiative and does not give students the freedom to learn according to their learning style (Taruh et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Virtual Classroom Critical Thinking as an Alternative Teaching Model to Improve Students' Critical Thinking Skills in Pandemic Coronavirus Disease Era

Lestari¹,

Supardi²,

Jatmiko³

2021

EUROPEAN J ED RES

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<p style="text-align:justify">Critical thinking skills are one of the thinking skills needed to live in the 21st century and the era of the Industrial Revolution 4.0. This study aims to develop a Virtual Classroom Critical Thinking (VC2T) Model, which is valid, practical, and effective to improve students' critical thinking skills. VC2T model has six steps: problem orientation, formulation, group discussion, analysis, result discussion, and reflection. This study is a Research & Development (R & D) involving 33 high school students in Surabaya, Indonesia. Before being tested, the VC2T Model was designed based on the theory of Plomp and Nieveen and then validated by 3 (three) experts in physics education. Data were analyzed using validity by experts, implementation of teaching with the VC2T Model, paired t-test, calculation of n-gain, effect size and percentage of student responses. The results showed that the VC2T Model is: (1) valid with an average validity score of 4.14 in the high validity category; (2) practical with an average score of implementations teaching of VC2T Model 4.26 in the outstanding category; and (3) effective as indicated by increasing of students' critical thinking skills scores which are statistically significant at alpha .05, the average n-gain is .38 in the medium category, the effect size of 6.93 is in a strong category and the average students' response is 87.59 % with outstanding category.</p>

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“…Pedagogical research shows that the Internet can be productively using in the practice of teaching students to formulate research problems and tasks [2,4], organize reflexive activity in understanding the importance of cognitive products, understanding the goals and values of research [1,2]. The ways of organizing the choice of technological elements of research [9], construction and implementation of search strategies [10] are known.…”

Section: Introductionmentioning

confidence: 99%

The use of the Internet for the development of value orientations of Russian students in heuristic cognitive activity: problems and solutions

2021

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The purpose of the article is to consider of the possibilities of using the Internet in the development of value orientations of Russian students in the course of heuristic cognitive activity. When polling a representative sample of students with a creative level of development of the research potential, we found that in heuristic cognitive activity when using the Internet, students are primarily attracted by unusual facts (45%), the ability to speculate about the meaning of certain concepts, statements and effects (34 %). A survey of a general sample of high school students (N = 2095) during a formative experiment with the participation of students in grades 8-11 revealed a wide range of problems of realization of value orientations and meanings of students in cognitive activity of students. These are the opportunities to study various theories on the Internet, problems in the implementation of value orientations and the meanings of the cognitive activity of students: from the possibility of studying various theories on the Internet and using them to explain incomprehensible phenomena, processes. Only 18% of students are always satisfied with the possibilities of the Internet in the heuristic cognitive activity of students, 43% of respondents are often satisfied, sometimes 34% of high school students; 5% of respondents are completely dissatisfied.

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Using technology to support science inquiry learning

Cited by 23 publications

References 17 publications

Integrating Teachers to Teach an Interdisciplinary STEM-Focused Program about Sound, Waves and Communication Systems

Integrating Teachers to Teach an Interdisciplinary STEM-Focused Program about Sound, Waves and Communication Systems

Virtual Classroom Critical Thinking as an Alternative Teaching Model to Improve Students' Critical Thinking Skills in Pandemic Coronavirus Disease Era

The use of the Internet for the development of value orientations of Russian students in heuristic cognitive activity: problems and solutions

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