Identifying Effective Design Features of Technology-Infused Inquiry Learning Modules: A Two-Year Study of Students' Inquiry Abilities

Autor/inn/en	Hsu, Ying-Shao; Fang, Su-Chi; Zhang, Wen-Xin; Hsin-Kai, Wu; Wu, Pai-Hsing; Hwang, Fu-Kwun
Titel	Identifying Effective Design Features of Technology-Infused Inquiry Learning Modules: A Two-Year Study of Students' Inquiry Abilities
Quelle	In: Educational Technology & Society, 19 (2016) 2, S.228-244 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Inquiry; Technology Uses in Education; Learning Modules; Science Instruction; Physical Environment; Environmental Education; Pollution; Science Process Skills; Grade 7; Experimental Groups; Control Groups; Comparative Analysis; Foreign Countries; Visualization; Student Evaluation; Scoring Rubrics; Taiwan + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Learning module; Lernmodul; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Natürliche Umwelt; Umweltbildung; Umwelterziehung; Umweltpädagogik; Schadstoffbelastung; School year 07; 7. Schuljahr; Schuljahr 07; Ausland; Visualisation; Visualisierung; Schulnote; Studentische Bewertung; Scoring formulas; Auswertungsbogen
Abstract	The two-year study aimed to explore how students' development of different inquiry abilities actually benefited from the design of technology-infused learning modules. Three learning modules on the topics of seasons, environmental issues and air pollution were developed to facilitate students' inquiry abilities: questioning, planning, analyzing, and modeling. Two classes of seventh graders (13-14 years old) were randomly assigned to an inquiry group (n = 24) and a baseline group (n = 27). The two groups engaged in three technology-infused learning modules and conventional instruction respectively, and took two inquiry ability tests three times throughout two years. The test results showed that the inquiry group performed significantly better than the baseline group with respect to several inquiry sub-abilities. The instructional components of the tasks (i.e., design features) for which students exhibited significant improvements were further analyzed with respect to the task complexity, the function of the prompts, and the types of representations presented in the tasks. These design features identified provided useful insights into future design of technology-infused learning tasks for different inquiry abilities. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01