Critical attitude and ability associated with students’ self-confidence and attitude toward “predict-observe-explain” online science inquiry learning

Hong, Jon‐Chao; Hsiao, Hsien Sheng; Chen, Po Hsi; Lu, Chow Chin; Tai, Kai‐Hsin; Tsai, Chi Ruei

doi:10.1016/j.compedu.2021.104172

Cited by 50 publications

(38 citation statements)

References 64 publications

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“…point out that inquiry-based laboratory activities in the chemistry course are effective in teaching high school students how to improve their skills related to inquiry and forming hypotheses, helping them at the same time to pose questions for their later research. Inquiry-based instruction is found as an effective method of teaching in terms of raising students' levels of self-confidence (Gormally et al, 2009;Hong et al, 2021) and to have an affirmative impact on students' attitudes toward their science lessons (Gibson and Chase, 2002;Sen and Oskay, 2017).…”

Section: Inquiry-based Instructionmentioning

confidence: 99%

An Inquiry-Based Instruction on the Main Subatomic Particles: Enhancing High-School Students’ Achievement and Motivation

Azizoğlu

Pekdağ

Sarıoğlan

et al. 2022

SEI

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In this quasi-experimental research, the effect of the inquiry-based 5E instruction on students’ learning of the topic of the main subatomic particles forming the atom as well as on their level of motivation was examined. The sample for the study comprised 45 ninth grade students enrolled in two randomly selected classes at a public high school located in a city center in the Aegean region, in the west of Turkey. The topic of main subatomic particles was taught to the experimental group students (n = 21) by inquiry-based 5E instruction, while the control group students (n = 24) were taught the topic using traditional instruction methods. The length of the study was 3 weeks. An academic achievement test which consisted of four open-ended questions and a chemistry motivation scale which was composed of 5-point Likert-type 30 items were administered to both groups as a pre-test and as a post-test. The data were analyzed using the independent-samples t-test and paired-samples t-test statistical analyses. The results showed that inquiry-based 5E instruction on the subatomic particles forming the atom has a significantly positive impact on academic achievement as compared to traditional instruction. Compared with traditional instruction, it was observed that using the inquiry-based 5E instruction did not produce a higher effect on student motivation. Based on the findings, this study provides suggestions that chemistry teachers, educators, and researchers can benefit from.

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Section: Inquiry-based Instructionmentioning

confidence: 99%

An Inquiry-Based Instruction on the Main Subatomic Particles: Enhancing High-School Students’ Achievement and Motivation

Azizoğlu

Pekdağ

Sarıoğlan

et al. 2022

SEI

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show abstract

“…After that, they can develop the research skills and become life-long learners. Specifically, the process of predict-observe-explain (POE) is often used to trigger the metacognition in learners [43]. However, when learners were not given an environment to observe and therefore not able to develop enough interpretation skills, the expected learning outcomes could not be realized [44].…”

Section: Inquiry-based Learningmentioning

confidence: 99%

Development of a Virtual Wetland Ecological System Using VR 360° Panoramic Technology for Environmental Education

Chu

Tarng

2021

Land

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In this study, the VR 360° panoramic technology is used to develop a virtual wetland ecological system for applications in environmental education. The system provides a virtual wetland environment for autonomous exploration, where the user can conduct inquiry-based learning by cardboard VR to obtain essential information and concepts in ecological protection. It contains the learning contents of wetland ecology and creatures in Hsinchu coastal areas, northern Taiwan. To investigate the learning effectiveness of the VR system, we recruited 42 seventh graders as participants and divided them evenly into two groups. The experimental group used the virtual wetland ecological system for learning and the control group learned with conventional teaching materials. The differences of the experimental results indicated: (1) the experimental group showed a high degree of satisfaction after using the virtual wetland ecological system; (2) the learning achievement of the experimental group was significantly higher than that of the control group; (3) the learning motivation of the experimental group was significantly higher than that of the control group. The virtual wetland ecological system can enhance the learning effectiveness and learning motivation using low-cost cardboard glasses, so it is a suitable tool for promoting environmental education in remote areas.

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“…Recent studies have indicated that attitudes towards online learning environments can positively predicate students' self-con dence in many different ways from critical thinking, errorcorrecting, performance, and activities engaging (Hong et al, 2017;Yu, 2019). Self-con dence, however, obtained from internet learning environments, can be fairly consistent in showing prediction of progress in critical thinking (Hong et al, 2021). Thus, the study intends to examine the effects of self-con dence on perceived teaching feedback in cloud classroom learning environments.…”

Section: Self-con Dencementioning

confidence: 99%

High School Students’ Emotional Perception and Attitudes Toward English Teacher’s Feedback in Cloud Classroom Learning Environments

Liu

Yu²,

2021

Preprint

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Cloud classrooms are catching increasing attention in English teaching during the outbreak. This study, by using multiple correlation analysis, path analysis, and data collected from randomly selected 230 participants, explored the effects of students’ emotional perceptions and attitudes towards teaching feedback in cloud classroom learning environments. It was concluded that all emotional perceptions correlated significantly and positively, and of which learning motivation was the most significant effect, followed by interest. Besides, learning motivation could essentially predict the perceived teaching feedback in this learning environment. Furthermore, students with strong self-confidence could spark their learning motivation and interest in English learning. Concerning students’ attitudes towards teachers’ feedback, high-score students preferred more profound and euphemistic comments; medium-score students hoped to catch more attention and obtain positive feedback from teachers; poor-score students favored direct and explicit evaluations. These findings might be helpful to future researchers who attempt to discover non-verbal and peer feedback to students’ learning outcomes and emotions in technology-based learning environments.

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Critical attitude and ability associated with students’ self-confidence and attitude toward “predict-observe-explain” online science inquiry learning

Cited by 50 publications

References 64 publications

An Inquiry-Based Instruction on the Main Subatomic Particles: Enhancing High-School Students’ Achievement and Motivation

An Inquiry-Based Instruction on the Main Subatomic Particles: Enhancing High-School Students’ Achievement and Motivation

Development of a Virtual Wetland Ecological System Using VR 360° Panoramic Technology for Environmental Education

High School Students’ Emotional Perception and Attitudes Toward English Teacher’s Feedback in Cloud Classroom Learning Environments

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