NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1161533
Record Type: Journal
Publication Date: 2017-Dec
Pages: 20
Abstractor: As Provided
Reference Count: 79
ISBN: N/A
ISSN: ISSN-0157-244X
An Exploration of Students' Science Learning Interest Related to Their Cognitive Anxiety, Cognitive Load, Self-Confidence and Learning Progress Using Inquiry-Based Learning with an iPad
Hong, Jon-Chao; Hwang, Ming-Yueh; Tai, Kai-Hsin; Tsai, Chi-Ruei
Research in Science Education, v47 n6 p1193-1212 Dec 2017
Based on the cognitive-affective theory, the present study designed a science inquiry learning model, "predict-observe-explain" (POE), and implemented it in an app called "WhyWhy" to examine the effectiveness of students' science inquiry learning practice. To understand how POE can affect the cognitive-affective learning process, as well as the learning progress, a pretest and a posttest were given to 152 grade 5 elementary school students. The students practiced WhyWhy during six sessions over 6 weeks, and data related to interest in learning science (ILS), cognitive anxiety (CA), and extraneous cognitive load (ECL) were collected and analyzed through confirmatory factor analysis with structure equation modeling. The results showed that students with high ILS have low CA and ECL. In addition, the results also indicated that students with a high level of self-confidence enhancement showed significant improvement in the posttest. The implications of this study suggest that by using technology-enhanced science learning, the POE model is a practical approach to motivate students to learn.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A