Using a “prediction–observation–explanation” inquiry model to enhance student interest and intention to continue science learning predicted by their Internet cognitive failure |
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| Affiliation: | 1. Department of Industrial Education, National Taiwan Normal University, 162, Heping East Road Section 1, Taipei, Taiwan;2. Department of Adult and Continuing Education, National Taiwan Normal University, P.O. Box 7-513, Taipei 106, Taiwan;3. National Dong Hwa University, No. 1, Sec. 2, Da Hsueh Rd., Shoufeng, Hualien 97401, Taiwan;4. Department of Science Education, National Taipei University of Education, Taipei, Taiwan;1. Institute of Research and Development, Duy Tan University, Da Nang 59000, Viet Nam;2. Division of Theoretical Physics, Dong Thap University, Dong Thap 93000, Viet Nam;2. Professor in the Pedagogy and Didactics Department and Teacher Training Faculty at the University of Santiago de Compostela, Facultad de Formación del Profesorado, Avda. Ramón Ferreiro, s/n, 27002, Lugo, Spain;3. Full Professor in the Pedagogy and Didactics Department of the Faculty of Education Sciences at the University of A Coruña, Facultad de Ciencias de la Educación, Campus de Elviña, s/n, 15071, A Coruña, Spain;1. University of Georgia, Grady College of Journalism and Mass Communication, Georgia;2. University of Connecticut, Department of Communication, USA;3. Stanford University, Department of Communication, USA |
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| Abstract: | The development of information technology, such as iPad applications, facilitates the implementation of constructivist teaching methods. Thus, the present study developed a “prediction–observation–explanation” (POE) inquiry-based learning mode to teach science concepts using the iPad2. The study used the “attention-to-affect” model with a self-report measure to determine the antecedent factor – Internet cognitive failure – related to learning interest based on students' continuance intentions to practice POE inquiry using the iPad2. A total of 96 elementary 6th grade students participated in the study and completed the questionnaires, of which 81 effective questionnaires were validated for the confirmatory factor analysis with structural equation modeling. The results of this study indicated that Internet cognitive failure was negatively associated with three types of learning interest as indicated by high levels of liking, enjoyment, and engagement. On the other hand, three types of learning interest were positively correlated to continuance learning through iPad2 interactions. The results suggested that the POE mode of inquiry is suitable for implementing at an intelligent mobile device to enhance young students' interest and continuance intentions with respect to the learning of science. |
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| Keywords: | Pedagogical issues Teaching/learning strategies Improving classroom teaching Multimedia/hypermedia systems Elementary education |
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