Inquiry web-based learning to enhance information problem solving competence in science.

Autor/inn/en	Pifarré, Manoli; Argelagós, Esther
Titel	Inquiry web-based learning to enhance information problem solving competence in science.
Quelle	Aus: Zumbach, Jörg (Hrsg.); Schwartz, Neil (Hrsg.); Seufert, Tina (Hrsg.); Kester, Liesbeth (Hrsg.): Beyond knowledge: the legacy of competence. Meaningful computer-based learning environments. Dordrecht: Springer (2008) S. 153-162 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	1-4020-8826-4; 978-1-4020-8826-1
DOI	10.1007/978-1-4020-8827-8_22
Schlagwörter	Problemlösen; Sekundarbereich; Schüler; Lernforschung; Experiment; Lernmethode; Computer; Soziale Software; Informationskompetenz; E-Learning; Informationsverhalten; World Wide Web
Abstract	Early research on using web information indicates that secondary students fail to explore much web tools, use them naively and have serious difficulties to understand and integrate web information. In response to these challenges, the main goal of this research has been to design, implement and evaluate an instructional approach that helps students learn from web information. The authors have developed on-line learning materials which focus on specific curricular contents and provide specific scaffolds to help students accomplish web-based tasks and develop specific information problem-solving competencies. These scaffolds were intended to give support to students involved in information-seeking activities as they were asked questions, searched for information, organised and assessed their findings, and created rich representations of their newly-constructed understandings. The study was designed as a one year long study to investigate the depth and accuracy of 127 secondary students with regard to their content understanding as well as their development of information problem-solving competencies when using on-line resources to solve instructional tasks. Our research demonstrates that the experimental group performed computer-based activities statistically better than the control group. The findings also suggest that students were able to develop accurate and in-depth understanding from web information if they could appropriately use search and managerial strategies. This research lends evidence to questions regarding the value of students engaging in on-line inquiry web-based learning to enhance content understanding and to develop more efficient information problem-solving competencies in secondary education. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2009/3