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Students' guided inquiry with simulation and its relation to school science achievement and scientific literacy

机译：模拟的学生指导探究及其与学校科学成就和科学素养的关系

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摘要

The study investigates the effect of an interactive simulation with embedded inquiry support, which was seamlessly embedded within the simulation, on students' scientific literacy and school science achievement, and explores the relationships among prior school science achievement, inquiry processes and scientific literacy. A total of 49 eighth-grade students at a public junior high school in northern Taiwan participated. Data collected include the students' pre- and post-scores for school science achievement, logging data that indicate their inquiry processes, and pretest, posttest, and delayed-test data that measure their scientific literacy. The results provide evidence that the designed simulation and inquiry support had a long-term effect on the students' scientific literacy. Replacing conventional teaching with inquiry activities did not harm the students' school science achievement performances. Moreover, compared to school science achievement, students' scientific literacy seems a better predictor of their inquiry behavior, especially in the aspect of making conclusions. Analyses of the students' inquiry processes indicate that the so-called low science achieving students conducted more data analyses than the other students, and demonstrated adequate inquiry engagement. The students with middle level school science achievement demonstrated the most active engagement in inquiry and showed good gains of scientific literacy after the learning. These results indicate that a guided inquiry learning environment can support students with different levels of school science achievement to highly engage in science inquiry. Implications and future studies are discussed.
机译：该研究调查了无缝嵌入在模拟中的具有嵌入式探究支持的交互式模拟对学生的科学素养和学校科学成就的影响，并探讨了先前学校科学成就，探究过程与科学素养之间的关系。台湾北部的一所公立初中共有49位八年级学生参加。收集的数据包括学生在学校科学成就方面的得分前和得分，记录表明他们的查询过程的记录数据以及衡量他们的科学素养的前测，后测和延迟测试数据。结果提供了证明，所设计的模拟和探究支持对学生的科学素养具有长期影响。用探究活动代替常规教学不会损害学生的学校科学成就表现。而且，与学校的科学成就相比，学生的科学素养似乎是他们探究行为的更好的预测指标，尤其是在得出结论方面。对学生探究过程的分析表明，所谓的低科学成就学生比其他学生进行了更多的数据分析，并显示出足够的探究参与度。具有中学科学水平的学生在学习中表现出最积极的参与，学习后表现出良好的科学素养。这些结果表明，指导性探究学习环境可以支持具有不同水平学校科学成就的学生高度参与科学探究。涵义和未来的研究进行了讨论。

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  • 来源
    《Computers & education》 |2020年第5期|103830.1-103830.14|共14页
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  • 作者单位

    Natl Cent Univ Grad Inst Network Learning Technol Taoyuan Taiwan;

    Natl Cent Univ Dept Comp Sci & Informat Engn Taoyuan Taiwan;

    Natl Taiwan Normal Univ Sch Learning Informat Program Learning Sci Taipei Taiwan;

    Yuan Ze Univ Dept Informat Commun Taoyuan Taiwan;

    Natl Taichung Univ Educ Grad Inst Educ Informat & Measurement Taichung Taiwan;

    Natl Taiwan Normal Univ Dept Phys Taipei Taiwan;

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  • 原文格式 PDF
  • 正文语种 eng
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  • 关键词

    Applications in subject areas; Simulations; Pedagogical issues; Improving classroom teaching; Secondary education; Inquiry; Scientific literacy;

    机译：学科领域的申请;模拟;教学问题;改善课堂教学;中学教育;查询;科学素养;
  • 入库时间 2022-08-18 05:18:32

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