TY - GEN
T1 - The impact of inquiry-based instruction with inquiry map on conceptions of learning science to learning science
AU - Chang, Chia Jung
AU - Wen, Cai Ting
AU - Tseng, Li Wen
AU - Chang, Ming Hua
AU - Liu, Chen Chung
AU - Fan Chiang, Shih Hsun
AU - Hwang, Fu Kwun
N1 - Publisher Copyright:
© 2018 Asia-Pacific Society for Computers in Education..All Rights Reserved.
PY - 2018/11/24
Y1 - 2018/11/24
N2 - Traditional instruction of science knowledge may lead to low motivation in science learning. Science inquiry may improve students' science concept knowledge and insights about science. However, the teaching of science inquiry is a complex process which involves multiple inquiry steps. Therefore, this study designed an inquiry map system for supporting inquiry-based instruction, and investigates the impact of the use of inquiry map system in teaching on students' conceptions of learning science. Participants were 49 junior eighth-grade students from two classes randomly one of which was assigned as experimental group (N=25) teaching with inquiry map, while the other one as control group (N=24) lectured in traditional instruction. Data collection including the questionnaires and learning test were analyzed with ANCOVA. The results showed that the use of the inquiry map system in teaching reduced students' conception of ‘memorizing', and' calculating and practicing', and enhanced the extent of ‘seeing in a new way', ‘deep motivation', and ‘deep strategy' in learning sciences.
AB - Traditional instruction of science knowledge may lead to low motivation in science learning. Science inquiry may improve students' science concept knowledge and insights about science. However, the teaching of science inquiry is a complex process which involves multiple inquiry steps. Therefore, this study designed an inquiry map system for supporting inquiry-based instruction, and investigates the impact of the use of inquiry map system in teaching on students' conceptions of learning science. Participants were 49 junior eighth-grade students from two classes randomly one of which was assigned as experimental group (N=25) teaching with inquiry map, while the other one as control group (N=24) lectured in traditional instruction. Data collection including the questionnaires and learning test were analyzed with ANCOVA. The results showed that the use of the inquiry map system in teaching reduced students' conception of ‘memorizing', and' calculating and practicing', and enhanced the extent of ‘seeing in a new way', ‘deep motivation', and ‘deep strategy' in learning sciences.
KW - Approaches to learning science
KW - Computer simulations
KW - Conceptions of learning science
KW - Inquiry-based instruction
UR - http://www.scopus.com/inward/record.url?scp=85060064707&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85060064707&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:85060064707
T3 - ICCE 2018 - 26th International Conference on Computers in Education, Workshop Proceedings
SP - 299
EP - 303
BT - ICCE 2018 - 26th International Conference on Computers in Education, Workshop Proceedings
A2 - Wong, Lung-Hsiang
A2 - Banawan, Michelle
A2 - Srisawasdi, Niwat
A2 - Yang, Jie Chi
A2 - Rodrigo, Ma. Mercedes T.
A2 - Chang, Maiga
A2 - Wu, Ying-Tien
PB - Asia-Pacific Society for Computers in Education
T2 - 26th International Conference on Computers in Education, ICCE 2018
Y2 - 26 November 2018 through 30 November 2018
ER -