Technology Supports for Acquiring Inquiry Skills

Jong, Ton de

doi:10.1016/b978-0-08-044894-7.00734-x

Cited by 7 publications

(5 citation statements)

References 39 publications

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“…Immersive environments and games are specifically suitable for acquiring 21 st century skills such as problem‐solving, collaboration and inquiry because they are based on the fact that what needs to be acquired is not explicit but must be inferred from the situation (de Jong, ). In these environments, the learning context is similar to the contexts in which students will apply their learning, thus promoting inquiry skills; making learning activities more motivating; and increasing the likelihood that acquired skills will transfer to real‐world situations (Means & Rochelle, ).…”

Section: Immersive Environments Virtual Worlds Games and Simulationsmentioning

confidence: 99%

Changing Assessment — Towards a New Assessment Paradigm Using ICT

Redecker¹,

Johannessen²

2013

Euro J of Education

152

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This article discusses how Information and Communication Technologies can support 21st century assessment strategies and what needs to be done to ensure that technological advances support and foster pedagogical innovation. Based on an extensive review of the literature, it provides an overview of current ICT‐enabled assessment practices, with a particular focus on the more recent developments of ICT‐enhanced assessment tools that recognise 21st century skills. The article also refers to relevant cases of eAssessment, looks into examples of the potential of emerging technologies for eAssessment and discusses some relevant innovation and policy issues. Reflecting on these examples, it argues that, although technological challenges exist, the more pressing task at present is to transcend the traditional testing paradigm and conceptually develop (e)Assessment strategies that allow to more fully exploit the benefits of emerging technologies in order to foster the development of 21st century skills.

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Section: Immersive Environments Virtual Worlds Games and Simulationsmentioning

confidence: 99%

Changing Assessment — Towards a New Assessment Paradigm Using ICT

Redecker¹,

Johannessen²

2013

Euro J of Education

152

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“…The current study revealed that technological devices have a positive effect on students' attitudes towards research and inquiry, since students use computers and mobile devices brought by the teacher in the classroom and after the lessons to conduct research. Similarly, there are many studies on supporting inquiry-based activities in science courses with technology ( de Jong, 2010;Kachergis et al, 2017;Williams et al, 2017). Williams et al (2017)'s 2-year study includes the processing of inquiry-based science courses with the support of educational technologies such as search engines, presentation tools, mobile tools and Moodle.…”

Section: Discussionmentioning

confidence: 99%

“…Science courses in accordance with the inquiry approach supported by various methods and techniques have a positive effect on students' inquiry skills, inquiring thinking skills, their attitudes towards inquiry, and their views and perceptions towards inquiry ( de Jong, 2010;Kachergis et al, 2017;Koyunlu Ünlü, 2015;Manalo & Chua, 2020;Özer, 2019;Ryplova, 2017).…”

Section: Inquiry Approachmentioning

confidence: 99%

Student Attitudes towards Guided Inquiry Approach Supported by Digital Stories

KANSOY¹,

SERT-CIBIK²

2023

JESEH

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The aim of this study is to investigate the effects of guided inquiry activities supported by digital stories in the 6th grade science lesson on students’ attitudes towards inquiry. The method of the study was determined as the embedded design, one of the mixed method research designs. 27 students from a public school located in the countryside participated in the study. In the quantitative dimension of the study, a single group pretest-posttest research design was used. Quantitative data were obtained through the Attitude Scale towards Research-Questioning. The qualitative dimension of the study was designed in accordance with the case study model. Qualitative data were obtained by using semi-structured weekly focus group interviews, teacher diaries and observation form. Quantitative data were analyzed with Mann Whitney U-Test, qualitative data were analyzed with descriptive and content analysis methods. As a result, thanks to the applied method, the attitude scores of the lower and middle group students towards inquiry converged to each other. Interviews with students and researcher diaries also support the results. It was revealed how the learning environment, teacher, student and lecturing affect the attitudes of the students participating in the studies towards inquiry

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“…Remote and virtual labs have been attributed with a higher level of effectiveness in increasing students' interest in science and their engagement in related learning activities compared to traditional laboratories (Jaakkola et al 2011;de Jong 2010;Kong et al 2009). Thus, many educational institutions and scientific organizations have invested efforts for providing online access to science experiments via RVLs (Gravier et al 2008).…”

Section: Introductionmentioning

confidence: 98%

Towards Competence-Based Learning Design Driven Remote and Virtual Labs Recommendations for Science Teachers

et al. 2015

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Remote and virtual labs (RVLs) are widely used by science education teachers in their daily teaching practice. This has led to a plethora of RVLs that are offered with or without cost. In order to organise them and facilitate their search and findability, several RVL web-based repositories have been operated. As a result, a key open challenge is to design and implement recommender systems that support science teachers in finding and selecting appropriate RVLs based on core pedagogical elements of their learning designs and their own information and communication technology (ICT)-supported teaching competence profiles. In response to this challenge, we propose a recommender system for supporting learning design driven RVLs recommendations taking into consideration teachers' profiling elements related to the ICT-supported teaching competences for using RVLs. To achieve this, we propose an instantiation of the UNESCO ICT competency framework for teachers for the context of using RVL and capitalise on our previously proposed metadata schema for describing RVLs, which includes core elements of a learning design and teachers' required ICT-supported teaching competences. Our evaluation results based on a user study, highlight the high level of ranking accuracy of our proposed recommender system and support its capacity to facilitate science teachers in selecting appropriate RVLs.

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Technology Supports for Acquiring Inquiry Skills

Cited by 7 publications

References 39 publications

Changing Assessment — Towards a New Assessment Paradigm Using ICT

Changing Assessment — Towards a New Assessment Paradigm Using ICT

Student Attitudes towards Guided Inquiry Approach Supported by Digital Stories

Towards Competence-Based Learning Design Driven Remote and Virtual Labs Recommendations for Science Teachers

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