Inquiry Learning Behaviors Captured through Screencasts in Problem-Based Learning

Autor/inn/en	Kwon, Kyungbin; Shin, Suhkyung; Brush, Thomas A.; Glazewski, Krista D.; Edelberg, Thomas; Park, Su Jin; Khlaif, Zuheir; Nadiruzzaman, Hamid; Alangari, Husa
Titel	Inquiry Learning Behaviors Captured through Screencasts in Problem-Based Learning
Quelle	In: Interactive Learning Environments, 26 (2018) 6, S.839-855 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kwon, Kyungbin) ORCID (Shin, Suhkyung) ORCID (Edelberg, Thomas) ORCID (Nadiruzzaman, Hamid) ORCID (Alangari, Husa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2017.1419496
Schlagwörter	Inquiry; Problem Based Learning; Cooperative Learning; Grade 9; Biology; Science Instruction; Correlation; Case Studies; Learning Processes; Active Learning; Student Attitudes; Pretests Posttests; Web Based Instruction; Web Sites; Computer Mediated Communication; Qualitative Research; Content Analysis + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Kooperatives Lernen; School year 09; 9. Schuljahr; Schuljahr 09; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Korrelation; Case study; Fallstudie; Case Study; Learning process; Lernprozess; Aktives Lernen; Schülerverhalten; Web Based Training; Web-Design; Computerkonferenz; Qualitative Forschung; Inhaltsanalyse
Abstract	This study examined the types of learning behaviors students demonstrated while performing inquiry tasks. It also explored the relationship between the learning behaviors and students' domain knowledge. We observed fourteen students in five groups during a ninth-grade biology course. Three types of learning behaviors (inquiry, collaborative, and minimally productive behaviors) were identified and time on each type was measured. The results suggest that students demonstrated different patterns according to the types of learning behaviors. Correlation analysis revealed that learning outcomes had a strong positive correlation with the inquiry behaviors but a strong negative correlation with the minimally productive behaviors. The results suggest that attention should be paid to facilitate the more meaningful inquiry behaviors while reducing minimally productive behaviors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01