A Five-Stage Prediction-Observation-Explanation Inquiry-Based Learning Model to Improve Students' Learning Performance in Science Courses

Autor/inn/en	Hsiao, Hsien-Sheng; Chen, Jyun-Chen; Hong, Jon-Chao; Chen, Po-Hsi; Lu, Chow-Chin; Chen, Sherry Y.
Titel	A Five-Stage Prediction-Observation-Explanation Inquiry-Based Learning Model to Improve Students' Learning Performance in Science Courses
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 13 (2017) 7, S.3393-3416 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Active Learning; Inquiry; Science Instruction; Models; Technology Uses in Education; Cooperative Learning; Quasiexperimental Design; Instructional Effectiveness; Prior Learning; Elementary School Students; Elementary School Science; Foreign Countries; Pretests Posttests; Science Achievement; Statistical Analysis; Taiwan (Taipei) + Suchen Sie Ihr Suchwort? Aktives Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Analogiemodell; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Kooperatives Lernen; Unterrichtserfolg; Vorkenntnisse; Ausland; Statistische Analyse
Abstract	A five-stage prediction-observation-explanation inquiry-based learning (FPOEIL) model was developed to improve students' scientific learning performance. In order to intensify the science learning effect, the repertory grid technology-assisted learning (RGTL) approach and the collaborative learning (CL) approach were utilized. A quasi-experimental design study was conducted to examine whether the students who used the FPOEIL model only had better learning performances than those who used FPOEIL with RGTL or CL. This study adopted purposive sampling, selecting 123 fourth grade students. The experimental process was conducted during five weeks. It was found that the FPOEIL model improved the students' learning performance. Moreover, the low prior knowledge students who learned science using FPOEIL with RGTL or CL had better learning performances than those who learned using the FPOEIL model only, and the effectiveness showed no significant differences between the low prior knowledge students and the high prior knowledge students. Using the FPOEIL model, the positive effects were intensified in the continuous inquiry-based learning activities and feedback-correction process for the students learning science. The RGTL approach helped the students find, remember, and comprehend scientific knowledge. In the CL process, the students spent more time discussing how to integrate clues to answer the science question. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01