Critical attitude and ability associated with students’ self-confidence and attitude toward “predict-observe-explain” online science inquiry learning

Jon Chao Hong, Hsien Sheng Hsiao, Po Hsi Chen, Chow Chin Lu, Kai Hsin Tai, Chi Ruei Tsai

Research output: Contribution to journalArticlepeer-review

Abstract

Critical thinking is embedded in 2 dimensions, critical attitude and ability, which may or may not mutually affect students' self-confidence in science inquiry learning. To understand this issue, we designed a website called Enriched Thinking Cloud based on the predict-observe-explain (POE) model of inquiry-based learning by providing themes for students to learn about moon science concepts. Moreover, we calculated their critical performance based on object identification theory. Data collected from 163 participants were subjected to confirmatory factor analysis with structural equation modeling to test the prediction among paths of the research model. The results showed that attitude toward POE online inquiry learning can positively predict participants' self-confidence in using Enriched Thinking Cloud (hereafter “self-confidence”) and can also predict their critical attitude. Furthermore, self-confidence and critical attitude can positively predict their cognitive dimension of the critical thinking process. The results suggest that science teachers can design more POE inquiry models to enhance students’ critical ability and attitude in earth science learning.

Original languageEnglish
Article number104172
JournalComputers and Education
Volume166
DOIs
Publication statusPublished - 2021 Jun

Keywords

  • Human-computer interface
  • Improving classroom teaching
  • Teaching/learning strategies

ASJC Scopus subject areas

  • Computer Science(all)
  • Education

Fingerprint

Dive into the research topics of 'Critical attitude and ability associated with students’ self-confidence and attitude toward “predict-observe-explain” online science inquiry learning'. Together they form a unique fingerprint.

Cite this