TY - GEN
T1 - An analysis of student inquiry performances in computer supported light-weighted collaborative experiment
AU - Wen, Cai Ting
AU - Chang, Chia Jung
AU - Huang, Ssu Chi
AU - Chang, Ming Hua
AU - Chiang, Shih Hsun Fan
AU - Liu, Chen Chung
AU - Hwang, Fu Kwun
AU - Chang, Hsin Yi
AU - Yang, Chih Wei
N1 - Publisher Copyright:
© Springer Nature Singapore Pte Ltd 2020.
PY - 2020
Y1 - 2020
N2 - Collaborative simulations was found more flexible and enhance students’ motivation. Although it is an effective way to implement science inquiry in classroom, the orchestration is complex and how the pedagogy influence students’ inquiry is still not clear. Therefore, this study address a light-weighted collaborative experiment pedagogy, which consists of computer simulations, teacher’s guidance and the whole-class reflection. To investigate the impact of such pedagogy on students’ inquiry performance and the science knowledge change, 33 8th grade students participated in this study. Results show that although the students design the experiment properly, their concept improvement is not significant which is not aligned with our expectation. Their inquiry process of the first time participating in light-weighted experiment demonstrated their inadequate ability of analyzing the experiment data, which led to obstacles of constructing knowledge by using computer simulation. Therefore, more de-briefing on data processing while conducting light-weighted experiment is suggested. Besides, whether a series of light-weighted experiment implementation enhance students’ performance is valuable to further investigate.
AB - Collaborative simulations was found more flexible and enhance students’ motivation. Although it is an effective way to implement science inquiry in classroom, the orchestration is complex and how the pedagogy influence students’ inquiry is still not clear. Therefore, this study address a light-weighted collaborative experiment pedagogy, which consists of computer simulations, teacher’s guidance and the whole-class reflection. To investigate the impact of such pedagogy on students’ inquiry performance and the science knowledge change, 33 8th grade students participated in this study. Results show that although the students design the experiment properly, their concept improvement is not significant which is not aligned with our expectation. Their inquiry process of the first time participating in light-weighted experiment demonstrated their inadequate ability of analyzing the experiment data, which led to obstacles of constructing knowledge by using computer simulation. Therefore, more de-briefing on data processing while conducting light-weighted experiment is suggested. Besides, whether a series of light-weighted experiment implementation enhance students’ performance is valuable to further investigate.
KW - Collaborative inquiry
KW - Collaborative simulation
KW - Computer simulation
KW - Light-weighted experiment
KW - Science inquiry
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U2 - 10.1007/978-981-15-6113-9_36
DO - 10.1007/978-981-15-6113-9_36
M3 - Conference contribution
AN - SCOPUS:85087284323
SN - 9789811561122
T3 - Communications in Computer and Information Science
SP - 316
EP - 322
BT - Cognitive Cities - 2nd International Conference, IC3 2019, Revised Selected Papers
A2 - Shen, Jian
A2 - Chang, Yao-Chung
A2 - Su, Yu-Sheng
A2 - Ogata, Hiroaki
PB - Springer
T2 - 2nd International Cognitive Cities Conference, IC3 2019
Y2 - 3 September 2019 through 6 September 2019
ER -