Investigating the Effects of Different Levels of Guidance in Inquiry-Based Hands-On and Virtual Science Laboratories

Autor/inn/en	Kapici, Hasan Ozgur; Akcay, Hakan; Cakir, Hakki
Titel	Investigating the Effects of Different Levels of Guidance in Inquiry-Based Hands-On and Virtual Science Laboratories
Quelle	In: International Journal of Science Education, 44 (2022) 2, S.324-345 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kapici, Hasan Ozgur) ORCID (Akcay, Hakan) ORCID (Cakir, Hakki)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2022.2028926
Schlagwörter	Science Instruction; Inquiry; Hands on Science; Computer Simulation; Science Laboratories; Teaching Methods; Middle School Students; Knowledge Level; Science Process Skills; Energy; Science Experiments; Laboratory Experiments; Grade 7; Foreign Countries; Educational Technology; Technology Uses in Education; Instructional Effectiveness; Turkey + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Computergrafik; Computersimulation; Teaching method; Lehrmethode; Unterrichtsmethode; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Wissensbasis; Energie; Laboratory work; Laborarbeit; School year 07; 7. Schuljahr; Schuljahr 07; Ausland; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtserfolg; Türkei
Abstract	Inquiry-based learning can be an effective approach when students are provided with sufficient guidance. However, there is an ongoing debate among practitioners about the nature, type, and level of such guidance. This study investigated the effects on middle school students' (N = 116) conceptual knowledge and inquiry skills acquisition of providing two different levels of guidance (support or direct presentation of information related to the inquiry process) in hands-on and virtual science laboratories on the topic of electricity. The study was based on a 2 × 2 between-subjects factorial quasi-experimental design. The effects of two different levels of guidance combined with either a hands-on or a virtual laboratory were examined. Findings revealed that although the level of guidance was important for students' conceptual knowledge development, it had no significant impact on their acquisition of inquiry skills. In terms of laboratory environments, it appears that a virtual laboratory and a hands-on laboratory are equally effective for the development of middle school students' conceptual knowledge and inquiry skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01