混合式同步科学课堂中以过程为导向的引导式探究学习(POGIL)研究

IF 3.3 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Qianqian Gao, Mingwen Tong, Jia Sun, Chao Zhang, Yuxin Huang, Si Zhang
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引用次数: 0

摘要

混合同步课堂促进了教育的公平和均衡发展;然而,挑战依然存在,包括远程学生学习动力不足和深度学习效果不理想。本研究采用以学生为中心的学习方法,并将以过程为导向的引导式探究学习(POGIL)策略融入混合同步科学课堂。本研究采用准实验的方法,将华南地区四个小学四年级班级的182名学生进行分配,在这四个班级中,一个来自城区(近端)的班级和一个来自偏远地区(远端)的班级配对,形成两个匹配班级,构成实验组和对照组。实验组采用 POGIL 教学,对照组采用传统的同步课堂教学。结果表明,使用 POGIL 干预教学的班级的学生得分明显高于非 POGIL 班级的学生,POGIL 教学干预不仅促进了偏远地区学生对科学知识的学习,还促进了近端学生对科学知识的学习。在深度学习方面,POGIL 班的偏远学生在解决问题、合作、交流、自主学习、自我效能感和学习毅力等方面的能力显著提高。学生对这一教学策略表示满意。本文讨论了在混合同步科学课堂中应用 POGIL 教学策略的教学效果和技术支持。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

A Study of Process-Oriented Guided Inquiry Learning (POGIL) in the Blended Synchronous Science Classroom

A Study of Process-Oriented Guided Inquiry Learning (POGIL) in the Blended Synchronous Science Classroom

The blended synchronous classroom fosters equitable and balanced educational development; however, challenges persist, including low motivation and suboptimal effects on the deep learning of remote students. This study employs a student-centered learning approach and incorporates the process-oriented guided inquiry learning (POGIL) strategy into the blended synchronous science classroom. In this study, 182 fourth-grade students from four primary classes in south China were allocated using a quasi-experimental approach; among these four classes, one class from the urban area (proximal end) and one from the remote area (remote end) were paired, forming two matched classes, which constituted experimental group and control group. The experimental group took POGIL instruction, while the control group took traditional synchronous classroom instruction. The results indicated that students in classes using the POGIL intervention scored significantly higher than those in non-POGIL classes and that the POGIL instructional intervention not only facilitated the learning of science knowledge of the remote students but also promoted proximal students’ learning of science knowledge. In terms of deep learning, remote students in the POGIL class demonstrated significantly higher abilities in problem-solving, collaboration, communication, autonomous learning, self-efficacy, and perseverance in learning. Students expressed satisfaction with this instructional strategy. This paper discusses the effectiveness of applying the POGIL instructional strategy in teaching and technology support in the blended synchronous science classroom.

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来源期刊
Journal of Science Education and Technology
Journal of Science Education and Technology EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
9.40
自引率
4.50%
发文量
45
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.
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