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ERIC Number: EJ1097285
Record Type: Journal
Publication Date: 2016
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1436-4522
Identifying Effective Design Features of Technology-Infused Inquiry Learning Modules: A Two-Year Study of Students' Inquiry Abilities
Hsu, Ying-Shao; Fang, Su-Chi; Zhang, Wen-Xin; Hsin-Kai, Wu; Wu, Pai-Hsing; Hwang, Fu-Kwun
Educational Technology & Society, v19 n2 p228-244 2016
The two-year study aimed to explore how students' development of different inquiry abilities actually benefited from the design of technology-infused learning modules. Three learning modules on the topics of seasons, environmental issues and air pollution were developed to facilitate students' inquiry abilities: questioning, planning, analyzing, and modeling. Two classes of seventh graders (13-14 years old) were randomly assigned to an inquiry group (n = 24) and a baseline group (n = 27). The two groups engaged in three technology-infused learning modules and conventional instruction respectively, and took two inquiry ability tests three times throughout two years. The test results showed that the inquiry group performed significantly better than the baseline group with respect to several inquiry sub-abilities. The instructional components of the tasks (i.e., design features) for which students exhibited significant improvements were further analyzed with respect to the task complexity, the function of the prompts, and the types of representations presented in the tasks. These design features identified provided useful insights into future design of technology-infused learning tasks for different inquiry abilities.
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
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan