The Impact of a Principle-Based Pedagogical Design on Inquiry-Based Learning in a Seamless Learning Environment in Hong Kong

Autor/inn/en	Kong, Siu Cheung; Song, Yanjie
Titel	The Impact of a Principle-Based Pedagogical Design on Inquiry-Based Learning in a Seamless Learning Environment in Hong Kong
Quelle	In: Educational Technology & Society, 17 (2014) 2, S.127-141 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Teaching Methods; Inquiry; Instructional Design; Units of Study; Foreign Countries; Elementary School Students; Educational Principles; Science Instruction; Information Technology; Elementary School Teachers; Student Centered Curriculum; Computer Assisted Instruction; Social Networks; Qualitative Research; Statistical Analysis; Pretests Posttests; Questionnaires; Interviews; Observation; Hong Kong + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Lesson concept; Lessonplan; Unterrichtsentwurf; Lerneinheit; Ausland; Bildungsprinzip; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Informationstechnologie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Computer based training; Computerunterstützter Unterricht; Social network; Soziales Netzwerk; Qualitative Forschung; Statistische Analyse; Fragebogen; Interviewing; Interviewtechnik; Beobachtung; Hongkong
Abstract	An inquiry-based learning pedagogy coupled with a seamless learning environment is a potential way to realise the educational goal of learner-centred learning in digital classrooms in the 21st century. An overarching research framework is proposed for preparing teachers to effectively develop pedagogical designs that are premised on theoretical principles and facilitate inquiry-based learning in a seamless learning environment. We carried out an initial study using the overarching framework. Three questions are addressed: how a principle-based pedagogical design was developed and implemented, the effect that the principle-based pedagogical design had on students' domain knowledge gains and inquiry skills and how students advanced their domain knowledge and developed their inquiry skills. One teacher and 27 students from a local primary school were involved in the study. Both qualitative and quantitative data were collected and analysed over two weeks. Six inquiry-based learning lessons focusing on a scientific "rustproofing" learning unit were conducted in a seamless learning environment, initiated in a digital classroom and extended to online discussions on a social network platform. The results reveal innovative ways of developing and implementing the pedagogical design in the rustproofing learning unit and demonstrate the pedagogical design's positive effect on students' domain knowledge gains and inquiry skills. In addition, how the students advanced their domain knowledge and inquiry skills were also explored and discussed. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10