TY - JOUR
T1 - The Go-Lab Platform, an Inquiry-learning Space
T2 - Investigation into Students’ Technology Acceptance, Knowledge Integration, and Learning Outcomes
AU - Sui, Chi Jung
AU - Chen, Hsin Chueh
AU - Cheng, Ping Han
AU - Chang, Chun Yen
N1 - Funding Information:
This work was financially supported by the National Science Council of Taiwan under contracts the MOST 111-2410-H-003 -032 -MY3, the MOST 110-2511-H-003 -024 -MY3, and the MOST 110-2423-H-003-003 and the “Institute for Research Excellence in Learning Sciences” of National Taiwan Normal University (NTNU) from The Featured Areas Research Center Program within the framework of the Higher Education Sprout Project by the Ministry of Education (MOE) in Taiwan. We would like to express our gratefulness to Terrence from Science Education Center, NTNU, who had helped in the English editing, and Chieh-Yu Lai, who had helped scored in the research. This study would not have been possible without their involvement.
Funding Information:
This work was financially supported by the National Science Council of Taiwan under contracts the MOST 111-2410-H-003 -032 -MY3, the MOST 110-2511-H-003 -024 -MY3, and the MOST 110-2423-H-003-003 and the “Institute for Research Excellence in Learning Sciences” of National Taiwan Normal University (NTNU) from The Featured Areas Research Center Program within the framework of the Higher Education Sprout Project by the Ministry of Education (MOE) in Taiwan. We would like to express our gratefulness to Terrence from Science Education Center, NTNU, who had helped in the English editing, and Chieh-Yu Lai, who had helped scored in the research. This study would not have been possible without their involvement.
Publisher Copyright:
© 2022, The Author(s), under exclusive licence to Springer Nature B.V.
PY - 2023/2
Y1 - 2023/2
N2 - Utilizing an inquiry-learning space (ILS) via the Go-Lab platform, we investigated students’ technology acceptance, knowledge integration [KI] process, and learning outcomes of both the high-achiever KI student and low-achiever KI student. This study aimed to understand how students engage in knowledge integration tasks using an inquiry-learning space to learn Mendelian genetics and realize the relationship between student KI and domain knowledge. Using a quasi-experimental design, we examined 41 seventh-grade students in Taiwan completing Mendelian genetics KI tasks in ILS, pre/post-testing of domain knowledge tests, and a technology acceptance questionnaire. The analysis of students’ interaction in the ILS and domain knowledge tests was conducted through descriptive statistics, t-tests, Pearson’s correlation, and content analysis to indicate the direction and relationship between students’ KI processes and learning outcomes. A technology acceptance questionnaire was analyzed through descriptive statistics and Pearson’s correlation to reveal whether students accepted learning on the Go-Lab platform. The study showed that (i) students responded positively to the perceived usefulness of the Go-Lab platform, (ii) the high-achiever KI students could gradually construct links from simple to complex and diverse among genetic ideas, and the low-achiever almost built simple links, but (iii) the high-achiever and low-achiever KI students had similar learning outcomes. These findings have implications that the instruction design of knowledge integration tasks promotes students’ Mendelian genetics conceptual understanding and KI progress.
AB - Utilizing an inquiry-learning space (ILS) via the Go-Lab platform, we investigated students’ technology acceptance, knowledge integration [KI] process, and learning outcomes of both the high-achiever KI student and low-achiever KI student. This study aimed to understand how students engage in knowledge integration tasks using an inquiry-learning space to learn Mendelian genetics and realize the relationship between student KI and domain knowledge. Using a quasi-experimental design, we examined 41 seventh-grade students in Taiwan completing Mendelian genetics KI tasks in ILS, pre/post-testing of domain knowledge tests, and a technology acceptance questionnaire. The analysis of students’ interaction in the ILS and domain knowledge tests was conducted through descriptive statistics, t-tests, Pearson’s correlation, and content analysis to indicate the direction and relationship between students’ KI processes and learning outcomes. A technology acceptance questionnaire was analyzed through descriptive statistics and Pearson’s correlation to reveal whether students accepted learning on the Go-Lab platform. The study showed that (i) students responded positively to the perceived usefulness of the Go-Lab platform, (ii) the high-achiever KI students could gradually construct links from simple to complex and diverse among genetic ideas, and the low-achiever almost built simple links, but (iii) the high-achiever and low-achiever KI students had similar learning outcomes. These findings have implications that the instruction design of knowledge integration tasks promotes students’ Mendelian genetics conceptual understanding and KI progress.
KW - Go-Lab
KW - Inquiry-based learning
KW - Knowledge integration
KW - Mendelian genetics
KW - Technology acceptance
UR - http://www.scopus.com/inward/record.url?scp=85142937113&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85142937113&partnerID=8YFLogxK
U2 - 10.1007/s10956-022-10008-x
DO - 10.1007/s10956-022-10008-x
M3 - Article
AN - SCOPUS:85142937113
SN - 1059-0145
VL - 32
SP - 61
EP - 77
JO - Journal of Science Education and Technology
JF - Journal of Science Education and Technology
IS - 1
ER -