Effects of Explicit and Implicit Prompts on Students' Inquiry Practices in Computer-Supported Learning Environments in High School Earth Science

Autor/inn/en	Fang, Su-Chi; Hsu, Ying-Shao; Hsu, Wei Hsiu
Titel	Effects of Explicit and Implicit Prompts on Students' Inquiry Practices in Computer-Supported Learning Environments in High School Earth Science
Quelle	In: International Journal of Science Education, 38 (2016) 11, S.1699-1726 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2016.1213458
Schlagwörter	Earth Science; Pretests Posttests; Science Education; Mixed Methods Research; Quasiexperimental Design; Foreign Countries; Science Teachers; Statistical Analysis; Scaffolding (Teaching Technique); Inquiry; Educational Environment; Science Instruction; Secondary School Science; Computer Assisted Instruction; Grade 10; Research Methodology; Plate Tectonics; Comparative Analysis; Taiwan + Suchen Sie Ihr Suchwort? Earth sciences; Geowissenschaften; Naturwissenschaftliche Bildung; Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Statistische Analyse; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Computer based training; Computerunterstützter Unterricht; Research method; Forschungsmethode; Plattentektonik
Abstract	The study explored how to best use scaffolds for supporting students' inquiry practices in computer-supported learning environments. We designed a series of inquiry units assisted with three versions of written inquiry prompts (generic and context-specific); that is, three scaffold-fading conditions: implicit, explicit, and fading. We then examined how the three scaffold-fading conditions influenced students' conceptual understanding, understanding of scientific inquiry, and inquiry abilities. Three grade-10 classes (N = 105) participated in this study; they were randomly assigned to and taught in the three conditions. Data-collection procedures included a pretest-posttest approach and in-depth observations of the target students. The findings showed that after these inquiry units, all of the students exhibited significant learning gains in conceptual knowledge and performed better inquiry abilities regardless of which condition was used. The explicit and fading conditions were more effective in enhancing students' understanding of scientific inquiry. The fading condition tended to better support the students' development of inquiry abilities and help transfer these abilities to a new setting involving an independent socioscientific task about where to build a dam. The results suggest that fading plays an essential role in enhancing the effectiveness of scaffolds. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01