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5E Mobile Inquiry Learning Approach for Enhancing Learning Motivation and Scientific Inquiry Ability of University Students

机译：增强大学生学习动机和科学探究能力的5E移动探究式学习方法

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摘要

In recent years, many universities have opened courses to increase students' knowledge in the field of nanotechnology. These have been shown to increase students' knowledge of nanotechnology, but beyond this, advanced and applied nanotechnology courses should also focus on learning motivation and scientific enquiry abilities to equip students to develop the deeper knowledge and skills required for scientific application. This paper addresses this challenge. Due to the abstract nature of many nanotechnology concepts and in order to move from abstract knowledge to hands-on learning, an inquiry-based learning approach was adopted. Among the diverse inquiry-based learning models proposed, the 5E mobile inquiry-based approach, including the steps of engagement, exploration, explanation, elaboration, and evaluation, was considered most effective to enhance learners' understanding of nanotechnology. To evaluate the effectiveness of this proposed approach, a pretest–posttest quasi-experimental design was adopted with a total of 32 university students. Two sections of Nanotechnology Engineering, a general education course, were randomly assigned as either the comparison group (18 students; receiving lecture-based instruction, and using mobile devices) or the experimental group (14 students; receiving 5E inquiry learning, and using mobile devices). Mobile devices were adopted to enhance learners' experience, provide immediate access to information online, and provide enhanced hands-on learning. The empirical results demonstrate that the experimental condition, 5E mobile inquiry learning, had a positive impact on participants' learning motivation and scientific inquiry abilities.
机译：近年来，许多大学都开设了课程，以增加学生在纳米技术领域的知识。这些已经显示出可以增加学生对纳米技术的知识，但是除此之外，高级和应用纳米技术课程还应该侧重于学习动机和科学探究能力，以装备学生发展科学应用所需的更深层次的知识和技能。本文解决了这一挑战。由于许多纳米技术概念的抽象性质，并且为了从抽象知识转向动手学习，采用了基于查询的学习方法。在提出的各种基于查询的学习模型中，基于5E移动查询的方法（包括参与，探索，解释，阐述和评估的步骤）被认为最有效地增强了学习者对纳米技术的理解。为了评估该方法的有效性，采用了前测-后测准实验设计，共有32名大学生参加。随机将纳米技术工程学的两个部分作为通识教育课程，随机分配为比较组（18名学生；接受基于讲座的指导并使用移动设备）或实验组（14名学生；接受5E探究学习并使用移动设备）。设备）。采用了移动设备来增强学习者的体验，提供在线即时信息访问，并提供增强的动手学习。实证结果表明，实验条件5E移动探究学习对参与者的学习动机和科学探究能力具有积极影响。

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