A scoping review of the effects of a technology-integrated, inquiry-based approach on primary pupils’ learning in science

Kamarudin, Muhammad Zulfadhli; Noor, Mohd Syafiq Aiman Mat; Omar, Romarzila

doi:10.1080/02635143.2022.2138847

Cited by 7 publications

(4 citation statements)

References 45 publications

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“…Previous educational research claims about the positive impact of inquiry approaches on students' scientific learning (e.g. Kamarudin et al, 2022;Lin et al, 2021;Murphy et al, 2021). In addition, our study includes the analysis of level explanation of scientific concepts (Hakkarainen, 2003) in the evaluation categories and, therefore, we can also state that students developed socio-scientific reasoning (Romine et al, 2017).…”

Section: Discussionmentioning

confidence: 90%

“…These three experimental evidences lead us to conclude that the participation in the technological-based learning experience has helped pre-service teachers to develop high-level CK. The digital cognitive maps as an external and metacognitive representation of a co-inquiry challenge-solving promoted learning by building links (Krieglstein et al, 2022;Schneider et al, 2021;Scott et al, 2011), i.e., by learning and assessing the most relevant scientific content related to the "potability of drinking water"; by incorporating these new concepts and defining them in depth; by linking and integrating them by establishing hierarchies and similar sets; by classifying the concepts in large packages of ideas and proceed from the most general to the most concrete and, finally, making the conceptual change that implies recognizing conceptual errors (Kamarudin et al, 2022). Furthermore, pre-service teachers' awareness of typical conceptual errors and general learning difficulties (Derman & Ebenezer, 2020) may help them to anticipate and adjust teaching to their future students, thus promoting PCK development.…”

Section: Discussionmentioning

confidence: 99%

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Digital Cognitive Maps for Scientific Knowledge Construction in Initial Teacher Education

Herrera

Turmo

2023

RIED

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Interactive technology offers new opportunities to design dialogic learning spaces and scaffolds with the aid of visual icons. These technological environments can support the construction of open-ended visual cognitive digital maps, which portray an external representation of scientific knowledge that could foster the meaningful resolution of socio-scientific challenges. In this context, this research aims to study the impact of digital cognitive maps on: a) meaningful learning of scientific concepts and b) complex representation of scientific concepts in teacher education. A case study with multi-method analysis was designed. The cognitive maps of 47 teacher education students are analysed, both quantitatively and qualitatively, and before-after their participation in an educational experience that enhances the collaborative construction of digital cognitive maps in order to solve a socio-scientific challenge. The results show that the overall educational experience and, specifically, the scientific inquiry visual scaffolds embedded into the technological environment have a positive impact on learning scientific knowledge and inquiry skills. Furthermore, outcomes also indicate that the experience enriches the students’ representation strategies of complex scientific knowledge and that the construction of cognitive maps with a network architecture increases after the educational experience. Finally, educational implications on the use of interactive technology and cognitive maps for promoting significant learning of content knowledge in pre-service teachers are discussed.

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Section: Discussionmentioning

confidence: 90%

Section: Discussionmentioning

confidence: 99%

Digital Cognitive Maps for Scientific Knowledge Construction in Initial Teacher Education

Herrera

Turmo

2023

RIED

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“…It is fundamental that pupils who are motivated by curiosity acquire and retain information more effectively and take more responsibility for their learning. Students should focus their questions on visual, auditory, or technological learning aids since these enhance their science learning (Kamarudin at al., 2022). The IQFT protocol developed for this study consists of eight main steps, which are listed in Table 3 below.…”

Section: 2mentioning

confidence: 99%

“…Problem-solving category questions involve the implementation methods for solving a problem or issue (Chin & Kayalvizhi, 2002). This category of question differs from the design category in that the design question focuses on technology or product production (Kamarudin et al, 2022). Problem-solving questions encourage students to use their expertise to develop new methods to address challenges.…”

Section: 18mentioning

confidence: 99%

Facilitation of Student Questioning in the Malaysian Secondary Science Classroom Using the Investigable Questioning Formulation Technique (IQFT) Protocol

Dah

Noor

Kamarudin

et al. 2023

Asia-Pac. Sci. Educ.

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This study developed the Investigable Questioning Formulation Technique (IQFT) protocol to formulate investigable questions by following the procedures of design-based research. As guiding heuristics, the protocol used two provisional design principles based on teaching experience and previous studies that have applied tools for formulating questions, notably, the question formulation technique, SMART goals, and a typology of investigable and non-investigable questions. Two cycles comprising six lesson interventions were completed with two groups (n = 23, n = 25) of students in the same school in Malaysia. Questions were analyzed using qualitative content analysis and a question typology framework. Findings show the majority of students formulated comparison, exploratory, and validation of mental model questions. Some questions were posed in the prediction, descriptive, and problem-solving categories, but none were categorized as cause and effect, design and make, or pattern seeking. Implications for use of the IQFT protocol to help facilitate Malaysian students’ generation of investigable questions, design experiments, and implement open inquiry are discussed.

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VR-assisted inquiry-based learning to promote students’ science learning achievements, sense of presence, and global perspectives

Chen,

Chu

2024

Educ Inf Technol

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A scoping review of the effects of a technology-integrated, inquiry-based approach on primary pupils’ learning in science

Cited by 7 publications

References 45 publications

Digital Cognitive Maps for Scientific Knowledge Construction in Initial Teacher Education

Digital Cognitive Maps for Scientific Knowledge Construction in Initial Teacher Education

Facilitation of Student Questioning in the Malaysian Secondary Science Classroom Using the Investigable Questioning Formulation Technique (IQFT) Protocol

VR-assisted inquiry-based learning to promote students’ science learning achievements, sense of presence, and global perspectives

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