The effects of directive self‐explanation prompts to support active processing of multiple representations in a simulation‐based learning environment

Processing of multiple representations in multimedia learning environments is considered to help learners obtain a more complete overview of the domain and gain deeper knowledge. This is based on the idea that relating and translating different representations leads to reflection beyond the boundaries and details of the separate representations. To achieve this, the design of a learning environment should support learners in adequately processing multiple representations. In this study, we compared a scientific inquiry learning environment providing instructional support with directive self‐explanation prompts to relate and translate between representations with a scientific inquiry learning environment providing instructional support with general self‐explanation prompts. Learners who received the directive prompts outperformed the learners who received general prompts on test items assessing domain knowledge. These positive results did not stretch to transfer items and items measuring learners' capabilities to relate and translate representations in general. The results suggest that learner support should promote the active relation of representations and translation between them to foster domain knowledge, and that other forms of support (e.g. extended training) might be necessary to make learners more expert processors of multiple representations.     

High school students' perceptions of affect and collaboration during virtual science inquiry learning

This study examined affect during high school students' face‐to‐face collaborative inquiry learning in science, supported by the web‐based software Virtual Baltic Sea Explorer. Self‐reported affective states during the inquiry process in peer groups were related to evaluations of a group's collaboration and performance in three phases of interdisciplinary science inquiry (biology and chemistry). Results indicate that despite high cognitive demands, positive affect prevailed whereas negative affect was infrequent. Structural equation modelling was used to analyse the significance of affect on collaboration and group performance. The relationship between affect, collaboration, and the groups' productive outcome revealed that self‐assurance had a significant effect on collaboration and support, intertwined with scientific understanding and group performance. Furthermore, a cross‐lagged analysis showed a reciprocal relation between positive affect, scientific understanding, collaboration, and support. These outcomes contribute to the scarce literature on the nature and importance of affect in the process of face‐to‐face computer‐supported collaborative inquiry and learning in science.     

Effects of providing partial hypotheses as a support for simulation-based inquiry learning

Hypothesis generation is an important but difficult process for students. This study investigated the effects of providing students with support for hypothesis generation, with regard to the testability and complexity of the generated hypotheses, the quality of the subsequent inquiry learning processes and knowledge acquisition. Fifty-two secondary school students completed three prior knowledge tests and worked on an inquiry task in the domain of force and motion, concerning the topic of Newton's first law of motion. They received either a set of terms (variables, conditions and relations) to help them generate hypotheses (T condition, n = 23) or the same set of terms plus a partial hypothesis to start from (T + PHy condition, n = 29). Results showed that students in the T + PHy condition generated more complex hypotheses, performed better at data collection and acquired more domain knowledge than students in the T condition. No effects of prior knowledge were found.     

Complex phenomena understanding in electricity through dynamically linked concrete and abstract representations

The present study investigates the impact of utilizing virtual laboratory environments combining dynamically linked concrete and abstract representations in investigative activities on the ability of students to comprehend simple and complex phenomena in the field of electric circuits. Forty‐two 16‐ to 17‐year‐old high school students participated in a guided‐inquiry‐based teaching intervention utilizing a virtual laboratory environment and were assigned to three conditions: functional dynamically linked concrete and abstract representations of objects (CA approach), functional concrete representations of objects alone (C approach) and functional abstract representations of objects alone (A approach). All conditions used the same instructor, instructional method and materials. A pretest–post‐test scheme was used to assess the students' conceptual evolution. A repeated measures multivariate analysis of variance of the results indicates that after instruction all groups show a similar significant improvement in comprehending simple phenomena in electric circuits. However, for complex phenomena, the CA approach significantly outperforms the other two. It seems, therefore, that in the field of electric circuits, investigative activities utilizing virtual laboratory environments with dynamically linked concrete and abstract representations of objects may foster enhanced understanding of phenomena with a high degree of complexity for high school students.     

Effects of multimedia and schema induced analogical reasoning on science learning

The present study investigates the effects of multimedia and schema induced analogical reasoning on science learning. It involves 89 fourth grade elementary students in the north‐east of the United States. Participants are randomly assigned into four conditions: (a) multimedia with analogy; (b) multimedia without analogy; (c) analogy without multimedia; and (d) non‐multimedia and non‐analogy. The multivariate analyses of covariance reveal significant main effects for multimedia and analogy learning as well as a significant interaction between multimedia and analogy. The findings show that schema induced analogical reasoning can significantly improve science learning and that multimedia becomes more effective when it is integrated with an instructional method such as analogy and less so when it is used only as a visual tool. The study also shows the field dependence/independence as a significant covariate that influences learners' schema induced analogical reasoning in learning. Discussions pertaining to the significance of the findings and their implications for teaching and learning are made. Suggestions for future research are included with an emphasis on developing multimedia supported analogical reasoning for science learning.     

The effects of computerized inquiry‐stage‐dependent argumentation assistance on elementary students' science process and argument construction skills

This study proposed a computerized inquiry‐stage‐dependent argumentation assistance and investigated whether this can help improve elementary students' performance in science processes and the construction of quality arguments. Various argumentation assistances were developed and incorporated into each stage of scientific inquiry in a computer‐supported scientific inquiry system. A nonequivalent quasi‐experimental design was adopted to evaluate the effectiveness of this approach. Two intact sixth grade classes (N = 55) participated in this study, and each student used a tablet computer to accomplish the designated inquiry activities. One class of students was arranged to use the stage‐dependent argumentation assistance, and the other used a generic text‐based interface. The findings indicate that students who used the stage‐dependent argumentation assistance could acquire significantly better science process and argument construction skills than those using the generic text‐based interface.     

The development of SCORM‐conformant learning content based on the learning cycle using participatory design

This study incorporates the 5E learning cycle strategy to design and develop Sharable Content Object Reference Model‐conformant materials for elementary science education. The 5E learning cycle that supports the constructivist approach has been widely applied in science education. The strategy consists of five phases: engagement, exploration, explanation, elaboration and evaluation. It has potential value for creating effective science e‐learning materials. This study implemented the participatory design (PD) method to investigate the possibility of applying the 5E model to science e‐learning materials. PD is an approach that understands knowledge by doing and focuses on collaborating with the intended users rather than designing ‘for’ them. In this study, researchers, designers and elementary science teachers cooperated at all stages of the design process (including explanation, analysis and decision making). The issues to be dealt with in this study included instructional designs based on the 5E model, techniques or specifications of e‐learning, learning objects, metadata and procedures. The results of this study provided concrete recommendations for how to incorporate the 5E learning cycle and how to develop effective e‐learning materials for elementary science instruction.     

Understanding mobile learning from the perspective of self‐regulated learning

Cognizant of the research gap in the theorization of mobile learning, this paper conceptually explores how the theories and methodology of self‐regulated learning (SRL), an active area in contemporary educational psychology, are inherently suited to address the issues originating from the defining characteristics of mobile learning: enabling student‐centred, personal, and ubiquitous learning. These characteristics provide some of the conditions for learners to learn anywhere and anytime, and thus, entail learners to be motivated and to be able to self‐regulate their own learning. We propose an analytic SRL model of mobile learning as a conceptual framework for understanding mobile learning, in which the notion of self‐regulation as agency is at the core. The rationale behind this model is built on our recognition of the challenges in the current conceptualization of the mechanisms and processes of mobile learning, and the inherent relationship between mobile learning and SRL. We draw on work in a 3‐year research project in developing and implementing a mobile learning environment in elementary science classes in Singapore to illustrate the application of SRL theories and methodology to understand and analyse mobile learning.     

Fostering elementary school students' understanding of simple electricity by combining simulation and laboratory activities

Abstract   Computer simulations and laboratory activities have been traditionally treated as substitute or competing methods in science teaching. The aim of this experimental study was to investigate if it would be more beneficial to combine simulation and laboratory activities than to use them separately in teaching the concepts of simple electricity. Based on their pre-test performances, 66 elementary school students were placed into three different learning environments: computer simulation, laboratory exercise and a simulation–laboratory combination. The results showed that the simulation–laboratory combination environment led to statistically greater learning gains than the use of either simulation or laboratory activities alone, and it also promoted students' conceptual understanding most efficiently. There were no statistical differences between simulation and laboratory environments. The results highlight the benefits of using simulation along with hands-on laboratory activities to promote students' understanding of electricity. A simulation can help students to first understand the theoretical principles of electricity; however, in order to promote conceptual change, it is necessary to challenge further students' intuitive conceptions by demonstrating through testing that the laws and principles that are discovered through a simulation also apply in reality.     

Inquiry-based mobile learning in secondary school science education: A systematic review

Recent years have seen a growing call for inquiry-based learning in science education, and mobile technologies are perceived as increasingly valuable tools to support this approach. However, there is a lack of understanding of mobile technology-supported inquiry-based learning (mIBL) in secondary science education. More evidence-based, nuanced insights are needed into how using mobile technologies might facilitate students' engagement with various levels of inquiry and enhance their science learning. We, therefore, conducted a robust systematic literature review (SLR) of the research articles on mIBL in secondary school science education that have been published from 2000 to 2019. We reviewed and analysed 31 empirical studies (34 articles) to explore the types of mIBL, and the benefits and constraints of mIBL in secondary school science education. The findings of this SLR suggest new research areas for further exploration and provide implications for science teachers' selection, use and design of mIBL approaches in their teaching.     

Effects of community of inquiry,learning presence and mentor presence on K-12 online learning outcomes

This study extends the community of inquiry (CoI) framework and self-regulated learning (SRL) theory through an exploration of the structural relationships among existing CoI variables, learning presence (i.e., self-efficacy and online SRL strategy) and learning outcomes in the context of K-12 online learning. To help understand the influence of K-12 mentoring – which is unique to online learning in the U.S. – mentor presence is also included. Structural equation modelling of 696 online 8th through 12th graders' survey responses and final grades showed that adding learning presence to the CoI framework helped to explain how these learners translated their online-learning perceptions into cognitive and affective learning outcomes. We also found that mentor presence significantly and positively predicted online SRL strategy, one of the two components of learning presence. Lastly, we established a connection between the CoI model and various types of learning outcomes that are indicators of K-12 online learning success – though it should be noted that important differences existed between a model based on final grades and two other outcome models. It is hoped that the processes identified in this study will be useful and relevant to K-12 online-learning institutions and educators seeking to improve their offering via a wide range of approaches.     

Internet project-based learning environment: the effects of thinking styles on learning transfer

The purpose of this study, in an environment of Internet project‐based learning, is to undertake research on the effects of thinking styles on learning transfer. In this study, we establish an environment that incorporates project‐based learning and Internet. Within this environment, we divide our sample of elementary school students into four groups: Executive Group, Legislative Group, Judicial Group, and Mixed Group. Taking the learning of ‘Natural Science’ as an example, we investigate the effects of different thinking styles on learning transfer. The results of this study are:

• (a) significant differences between the near transfer of the Executive Group and the Legislative Group,
• (b) no significant differences in far transfer are found among groups of different thinking styles,
• (c) the near transfer of the Mixed Group is superior to that of the Legislative Group and the Judicial Group, and
• (d) the far transfer of the Mixed Group is superior to that of the Legislative Group.

     

高中信息技术教学中的渗透计算机科学研究

随着时代的飞速发展,信息技术成为时代进步绕不开的话题,在进行高中信息技术教学中渗透计算机科学史的教育时,需要培养学生的学科意识,树立学科精神,提高学科素养﹐为计算机信息技术的长远发展奠定基础。文章针对目前高中阶段的信息技术教学现状进行分析、探究,提出了相关策略,希望以促进计算机科学在高中信息技术教学中的渗透,提高教学效率,促进我国信息技术的长远发展。     

A distance learning approach to teaching management science and statistics

Although there is no universal approach for offering distance learning courses over the Internet, nonetheless distance learning has emerged as a formidable way to offer instruction for many types of courses. One approach that has been successfully used for teaching introductory statistics and management science/operations research courses in a College of Business is discussed.     

Qualitative investigation on the views of inquiry teaching based upon the cloud learning environment of high school physics teachers from Beijing,Taipei, and Chicago

The teachers' understanding or conceptual beliefs would reflect their basic views on education, the nature of the course, their students, and how learning should be conducted. Once formed, such views would remain relatively stable for a significant period of time and affect their teaching practice, the ability of their students to carry out inquiry learning as well as developments in corresponding techniques and mindsets. This research analyzed the differences in the level of understanding of inquiry teaching under the cloud learning environment (CLE) between high school physics teachers from Beijing, Taipei and Chicago. As part of the analysis, video recordings of four actual high school investigative physics course sessions were selected from the 4th Competition of Middle School Physics Teachers Instruction Skills held in 2014 and ranked by the high school physics teachers from the three different cities in terms of inquisitiveness of the course. Results revealed significant differences exist between teachers from the three different cities in terms of understanding of CLE-based inquiry teaching. Teachers from Chicago inclined towards the students' awareness of the problem as well as their ability to collect and question data. Teachers from Beijing, on the other hand, prioritized a procedural approach in inquiry and investigations for their students. Finally, teachers from Taipei shared characteristics from both cities. In essence, teachers from Beijing were more teacher-focused in their understanding of inquiry teaching, while teachers from Chicago were more student-focused. Teachers from Taipei, on the other hand, was somewhere in between.     

Relative effectiveness of physical and virtual manipulatives for conceptual change in science: how falling objects fall

This study offers new insights into the ongoing debate about whether physical and virtual materials are equally effective in inquiry‐based science instruction. Physical materials were predicted to have a surplus value when haptic feedback helps discern object characteristics or when the perceived credibility of experimental data can impede conceptual change. Both assumptions were tested by comparing the belief revisions and confidence ratings of children (n = 60) engaged in an inquiry task about falling objects. Children were assigned to one of three instructional conditions that differed with regard to the type of materials and the possibility to manipulate those materials. Main findings confirmed the alleged benefits of physical manipulation in correcting misconceptions about object characteristics that are perceived by touch. Belief revision about visually discernible characteristics proved independent of the type of material and type of manipulation, as was children's confidence in their post‐instructional beliefs. Together, these findings indicate that tactile cues derived from physical manipulation can have a unique contribution to children's science learning.     

1:1 mobile inquiry learning experience for primary science students: a study of learning effectiveness

This paper presents the findings of a research project in which we transformed a primary (grade) 3 science curriculum for delivery via mobile technologies, and a teacher enacted the lessons over the 2009 academic year in a class in a primary school in Singapore. The students had a total of 21 weeks of the mobilized lessons in science, which were co‐designed by teachers and researchers by tapping into the affordances of mobile technologies for supporting inquiry learning in and outside of class. We examine the learning effectiveness of the enacted mobilized science curriculum. The results show that among the six mixed‐ability classes in primary (grade) 3 in the school, the experimental class performed better than other classes as measured by traditional assessments in the science subject. With mobilized lessons, students were found to learn science in personal, deep and engaging ways as well as developed positive attitudes towards mobile learning.     

A meta-analysis of research on digital game-based science learning

This meta-analysis investigates the relative effectiveness of game-based science learning against other instructional methods (Gameplay design) as well as against science game variants enriched with mechanisms (Game-mechanism design). An overall medium effect size for Gameplay design (k = 14, N_es = 14, g_RE = 0.646, p = .000), and an overall small-to-medium effect size for Game-mechanism design (k = 12, N_es = 13, adjusted g_RE = 0.270, p = .001) are reported. Further, the results of subgroup analyses suggest that students across educational levels all significantly benefit from game-based science learning although there is no significant difference between the subgroup mean effects. Further, learning and gaming mechanisms play equal roles significantly increasing students' scientific knowledge gains. With these promising results, however, high variance within the subgroups of educational levels and those of gaming mechanisms indicate that gaming mechanisms should be developed with care to meet students' different needs in different educational levels.     

Interactive computer simulation and animation for improving student learning of particle kinetics

Computer simulation and animation (CSA) has been receiving growing attention and wide application in engineering education in recent years. A new interactive CSA module was developed in the present study to improve student learning of particle kinetics in an undergraduate engineering dynamics course. The unique feature of this CSA module is that it integrates computer visualization with mathematical modeling, so students can directly connect engineering dynamics phenomena to underlying mathematics. A quasi‐experimental pretest–post‐test research design including a comparison group (n = 65) and an intervention group (n = 77) was implemented to assess to what extent the developed CSA module improved student learning. The results show that this new CSA module increased students' class‐average conceptual and procedural learning gains by 29% and 37% respectively. The difference in learning gains between the two groups is statistically significant (Z = ?4.526, p = 0.000) based on a nonparametric statistical Mann–Whitney U test. It is found that the improvement of students' conceptual understanding and the improvement of their procedural skills are asymmetrical in this CSA learning environment. The CSA module can serve as an excellent tool to supplement traditional lectures, but cannot fully replace human teachers or tutors in teaching.