Exploring the Effects and Inquiry Process Behaviors of Fifth-Grade Students Using Predict-Observe-Explain Strategy in Virtual Inquiry Learning

IF 3.3 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Science Education and Technology Pub Date : 2024-03-08 DOI:10.1007/s10956-024-10106-y

Yafeng Zheng, Xue Bai, Yang Yang, Chang Xu

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Abstract

This study examined the impact of integrating virtual science inquiry activities with Predict-Observe-Explain (POE) teaching strategies on 5th graders’ understanding of science concepts and epistemic beliefs in science. A cohort of 80 5th graders (mean age of 12 years old, 40 boys and 40 girls) from a public primary school in North China took part in the research. The data collected encompassed pre-test and post-test results on understanding of science concepts and epistemic beliefs, along with students’ behavioral data during virtual science inquiry. The findings demonstrated that integrating virtual science inquiry activities with POE strategies increased students’ understanding of science concepts and epistemic beliefs in science. Furthermore, notable differences were found in observation time and inquiry strategy between high and low achievers, while significant distinctions in page time allocation and page navigation behavior were evident between boys and girls. The results provided empirical support for enhancing the implementation of virtual science inquiry activities in primary school science learning.

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探究五年级学生在虚拟探究学习中使用 "预测-观察-解释 "策略的效果和探究过程行为

本研究探讨了将虚拟科学探究活动与 "预测-观察-解释"（POE）教学策略相结合对五年级学生理解科学概念和科学认识论信念的影响。来自华北地区一所公立小学的 80 名五年级学生（平均年龄 12 岁，40 名男生和 40 名女生）参与了研究。收集的数据包括对科学概念的理解和认识信念的前测和后测结果，以及学生在虚拟科学探究过程中的行为数据。研究结果表明，将虚拟科学探究活动与 POE 策略相结合，提高了学生对科学概念和科学认识信念的理解。此外，在观察时间和探究策略方面，成绩好的学生和成绩差的学生之间存在明显差异，而在页面时间分配和页面导航行为方面，男生和女生之间也存在明显差异。研究结果为在小学科学学习中加强虚拟科学探究活动的实施提供了经验支持。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Science Education and Technology EDUCATION, SCIENTIFIC DISCIPLINES-

CiteScore

9.40

自引率

4.50%

发文量

审稿时长

6-12 weeks

期刊介绍： Journal of Science Education and Technology is an interdisciplinary forum for the publication of original peer-reviewed, contributed and invited research articles of the highest quality that address the intersection of science education and technology with implications for improving and enhancing science education at all levels across the world. Topics covered can be categorized as disciplinary (biology, chemistry, physics, as well as some applications of computer science and engineering, including the processes of learning, teaching and teacher development), technological (hardware, software, deigned and situated environments involving applications characterized as with, through and in), and organizational (legislation, administration, implementation and teacher enhancement). Insofar as technology plays an ever-increasing role in our understanding and development of science disciplines, in the social relationships among people, information and institutions, the journal includes it as a component of science education. The journal provides a stimulating and informative variety of research papers that expand and deepen our theoretical understanding while providing practice and policy based implications in the anticipation that such high-quality work shared among a broad coalition of individuals and groups will facilitate future efforts.