TY - JOUR
T1 - A five-stage prediction-observation-explanation inquiry-based learning model to improve students' learning performance in science courses
AU - Hsiao, Hsien Sheng
AU - Chen, Jyun Chen
AU - Hong, Jon Chao
AU - Chen, Po Hsi
AU - Lu, Chow Chin
AU - Chen, Sherry Y.
N1 - Publisher Copyright:
© Authors.
PY - 2017
Y1 - 2017
N2 - A five-stage prediction-observation-explanation inquiry-based learning (FPOEIL) model was developed to improve students' scientific learning performance. In order to intensify the science learning effect, the repertory grid technology-assisted learning (RGTL) approach and the collaborative learning (CL) approach were utilized. A quasi-experimental design study was conducted to examine whether the students who used the FPOEIL model only had better learning performances than those who used FPOEIL with RGTL or CL. This study adopted purposive sampling, selecting 123 fourth grade students. The experimental process was conducted during five weeks. It was found that the FPOEIL model improved the students' learning performance. Moreover, the low prior knowledge students who learned science using FPOEIL with RGTL or CL had better learning performances than those who learned using the FPOEIL model only, and the effectiveness showed no significant differences between the low prior knowledge students and the high prior knowledge students. Using the FPOEIL model, the positive effects were intensified in the continuous inquiry-based learning activities and feedback-correction process for the students learning science. The RGTL approach helped the students find, remember, and comprehend scientific knowledge. In the CL process, the students spent more time discussing how to integrate clues to answer the science question.
AB - A five-stage prediction-observation-explanation inquiry-based learning (FPOEIL) model was developed to improve students' scientific learning performance. In order to intensify the science learning effect, the repertory grid technology-assisted learning (RGTL) approach and the collaborative learning (CL) approach were utilized. A quasi-experimental design study was conducted to examine whether the students who used the FPOEIL model only had better learning performances than those who used FPOEIL with RGTL or CL. This study adopted purposive sampling, selecting 123 fourth grade students. The experimental process was conducted during five weeks. It was found that the FPOEIL model improved the students' learning performance. Moreover, the low prior knowledge students who learned science using FPOEIL with RGTL or CL had better learning performances than those who learned using the FPOEIL model only, and the effectiveness showed no significant differences between the low prior knowledge students and the high prior knowledge students. Using the FPOEIL model, the positive effects were intensified in the continuous inquiry-based learning activities and feedback-correction process for the students learning science. The RGTL approach helped the students find, remember, and comprehend scientific knowledge. In the CL process, the students spent more time discussing how to integrate clues to answer the science question.
KW - Collaborative learning
KW - Inquiry-based learning
KW - Prediction-observation-explanation
KW - Repertory grid technology
UR - http://www.scopus.com/inward/record.url?scp=85021443021&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85021443021&partnerID=8YFLogxK
U2 - 10.12973/eurasia.2017.00735a
DO - 10.12973/eurasia.2017.00735a
M3 - Article
AN - SCOPUS:85021443021
SN - 1305-8215
VL - 13
SP - 3393
EP - 3416
JO - Eurasia Journal of Mathematics, Science and Technology Education
JF - Eurasia Journal of Mathematics, Science and Technology Education
IS - 7
ER -