The impact of inquiry-based instruction with inquiry map on conceptions of learning science to learning science

Chia Jung Chang; Cai Ting Wen; Li Wen Tseng; Ming Hua Chang; Chen Chung Liu; Shih Hsun Fan Chiang; Fu Kwun Hwang

The impact of inquiry-based instruction with inquiry map on conceptions of learning science to learning science

Chia Jung Chang
, Cai Ting Wen
, Li Wen Tseng
, Ming Hua Chang
, Chen Chung Liu
, Shih Hsun Fan Chiang
, Fu Kwun Hwang

Department of Computer Science and Information Engineering

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

Traditional instruction of science knowledge may lead to low motivation in science learning. Science inquiry may improve students' science concept knowledge and insights about science. However, the teaching of science inquiry is a complex process which involves multiple inquiry steps. Therefore, this study designed an inquiry map system for supporting inquiry-based instruction, and investigates the impact of the use of inquiry map system in teaching on students' conceptions of learning science. Participants were 49 junior eighth-grade students from two classes randomly one of which was assigned as experimental group (N=25) teaching with inquiry map, while the other one as control group (N=24) lectured in traditional instruction. Data collection including the questionnaires and learning test were analyzed with ANCOVA. The results showed that the use of the inquiry map system in teaching reduced students' conception of ‘memorizing', and' calculating and practicing', and enhanced the extent of ‘seeing in a new way', ‘deep motivation', and ‘deep strategy' in learning sciences.

Original language	English
Title of host publication	ICCE 2018 - 26th International Conference on Computers in Education, Workshop Proceedings
Editors	Lung-Hsiang Wong, Michelle Banawan, Niwat Srisawasdi, Jie Chi Yang, Ma. Mercedes T. Rodrigo, Maiga Chang, Ying-Tien Wu
Publisher	Asia-Pacific Society for Computers in Education
Pages	299-303
Number of pages	5
ISBN (Electronic)	9789869721424
State	Published - 24 Nov 2018
Event	26th International Conference on Computers in Education, ICCE 2018 - Metro Manila, Philippines Duration: 26 Nov 2018 → 30 Nov 2018

Publication series

Name	ICCE 2018 - 26th International Conference on Computers in Education, Workshop Proceedings

Conference

Conference	26th International Conference on Computers in Education, ICCE 2018
Country/Territory	Philippines
City	Metro Manila
Period	26/11/18 → 30/11/18

Keywords

Approaches to learning science
Computer simulations
Conceptions of learning science
Inquiry-based instruction

Minimized Scientific Problem-Solving Games for Developing Students’ Inquiry Ability: Simulation Game Development, Learning Assessment and Analytics(2/3)
Liu, C.-C. (PI)
1/08/18 → 31/07/19
Project: Research

Cite this

Chang, C. J., Wen, C. T., Tseng, L. W., Chang, M. H., Liu, C. C., Fan Chiang, S. H., & Hwang, F. K. (2018). The impact of inquiry-based instruction with inquiry map on conceptions of learning science to learning science. In L.-H. Wong, M. Banawan, N. Srisawasdi, J. C. Yang, M. M. T. Rodrigo, M. Chang, & Y.-T. Wu (Eds.), ICCE 2018 - 26th International Conference on Computers in Education, Workshop Proceedings (pp. 299-303). (ICCE 2018 - 26th International Conference on Computers in Education, Workshop Proceedings). Asia-Pacific Society for Computers in Education.

Chang, Chia Jung ; Wen, Cai Ting ; Tseng, Li Wen et al. / The impact of inquiry-based instruction with inquiry map on conceptions of learning science to learning science. ICCE 2018 - 26th International Conference on Computers in Education, Workshop Proceedings. editor / Lung-Hsiang Wong ; Michelle Banawan ; Niwat Srisawasdi ; Jie Chi Yang ; Ma. Mercedes T. Rodrigo ; Maiga Chang ; Ying-Tien Wu. Asia-Pacific Society for Computers in Education, 2018. pp. 299-303 (ICCE 2018 - 26th International Conference on Computers in Education, Workshop Proceedings).

@inproceedings{13979650534c41a3bc32abc3a4be7bba,

title = "The impact of inquiry-based instruction with inquiry map on conceptions of learning science to learning science",

abstract = "Traditional instruction of science knowledge may lead to low motivation in science learning. Science inquiry may improve students' science concept knowledge and insights about science. However, the teaching of science inquiry is a complex process which involves multiple inquiry steps. Therefore, this study designed an inquiry map system for supporting inquiry-based instruction, and investigates the impact of the use of inquiry map system in teaching on students' conceptions of learning science. Participants were 49 junior eighth-grade students from two classes randomly one of which was assigned as experimental group (N=25) teaching with inquiry map, while the other one as control group (N=24) lectured in traditional instruction. Data collection including the questionnaires and learning test were analyzed with ANCOVA. The results showed that the use of the inquiry map system in teaching reduced students' conception of {\textquoteleft}memorizing', and' calculating and practicing', and enhanced the extent of {\textquoteleft}seeing in a new way', {\textquoteleft}deep motivation', and {\textquoteleft}deep strategy' in learning sciences.",

keywords = "Approaches to learning science, Computer simulations, Conceptions of learning science, Inquiry-based instruction",

author = "Chang, \{Chia Jung\} and Wen, \{Cai Ting\} and Tseng, \{Li Wen\} and Chang, \{Ming Hua\} and Liu, \{Chen Chung\} and \{Fan Chiang\}, \{Shih Hsun\} and Hwang, \{Fu Kwun\}",

note = "Publisher Copyright: {\textcopyright} 2018 Asia-Pacific Society for Computers in Education..All Rights Reserved.; 26th International Conference on Computers in Education, ICCE 2018 ; Conference date: 26-11-2018 Through 30-11-2018",

year = "2018",

month = nov,

day = "24",

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series = "ICCE 2018 - 26th International Conference on Computers in Education, Workshop Proceedings",

publisher = "Asia-Pacific Society for Computers in Education",

pages = "299--303",

editor = "Lung-Hsiang Wong and Michelle Banawan and Niwat Srisawasdi and Yang, \{Jie Chi\} and Rodrigo, \{Ma. Mercedes T.\} and Maiga Chang and Ying-Tien Wu",

booktitle = "ICCE 2018 - 26th International Conference on Computers in Education, Workshop Proceedings",

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Chang, CJ, Wen, CT, Tseng, LW, Chang, MH, Liu, CC, Fan Chiang, SH & Hwang, FK 2018, The impact of inquiry-based instruction with inquiry map on conceptions of learning science to learning science. in L-H Wong, M Banawan, N Srisawasdi, JC Yang, MMT Rodrigo, M Chang & Y-T Wu (eds), ICCE 2018 - 26th International Conference on Computers in Education, Workshop Proceedings. ICCE 2018 - 26th International Conference on Computers in Education, Workshop Proceedings, Asia-Pacific Society for Computers in Education, pp. 299-303, 26th International Conference on Computers in Education, ICCE 2018, Metro Manila, Philippines, 26/11/18.

The impact of inquiry-based instruction with inquiry map on conceptions of learning science to learning science. / Chang, Chia Jung; Wen, Cai Ting; Tseng, Li Wen et al.
ICCE 2018 - 26th International Conference on Computers in Education, Workshop Proceedings. ed. / Lung-Hsiang Wong; Michelle Banawan; Niwat Srisawasdi; Jie Chi Yang; Ma. Mercedes T. Rodrigo; Maiga Chang; Ying-Tien Wu. Asia-Pacific Society for Computers in Education, 2018. p. 299-303 (ICCE 2018 - 26th International Conference on Computers in Education, Workshop Proceedings).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

TY - GEN

T1 - The impact of inquiry-based instruction with inquiry map on conceptions of learning science to learning science

AU - Chang, Chia Jung

AU - Wen, Cai Ting

AU - Tseng, Li Wen

AU - Chang, Ming Hua

AU - Liu, Chen Chung

AU - Fan Chiang, Shih Hsun

AU - Hwang, Fu Kwun

PY - 2018/11/24

Y1 - 2018/11/24

N2 - Traditional instruction of science knowledge may lead to low motivation in science learning. Science inquiry may improve students' science concept knowledge and insights about science. However, the teaching of science inquiry is a complex process which involves multiple inquiry steps. Therefore, this study designed an inquiry map system for supporting inquiry-based instruction, and investigates the impact of the use of inquiry map system in teaching on students' conceptions of learning science. Participants were 49 junior eighth-grade students from two classes randomly one of which was assigned as experimental group (N=25) teaching with inquiry map, while the other one as control group (N=24) lectured in traditional instruction. Data collection including the questionnaires and learning test were analyzed with ANCOVA. The results showed that the use of the inquiry map system in teaching reduced students' conception of ‘memorizing', and' calculating and practicing', and enhanced the extent of ‘seeing in a new way', ‘deep motivation', and ‘deep strategy' in learning sciences.

AB - Traditional instruction of science knowledge may lead to low motivation in science learning. Science inquiry may improve students' science concept knowledge and insights about science. However, the teaching of science inquiry is a complex process which involves multiple inquiry steps. Therefore, this study designed an inquiry map system for supporting inquiry-based instruction, and investigates the impact of the use of inquiry map system in teaching on students' conceptions of learning science. Participants were 49 junior eighth-grade students from two classes randomly one of which was assigned as experimental group (N=25) teaching with inquiry map, while the other one as control group (N=24) lectured in traditional instruction. Data collection including the questionnaires and learning test were analyzed with ANCOVA. The results showed that the use of the inquiry map system in teaching reduced students' conception of ‘memorizing', and' calculating and practicing', and enhanced the extent of ‘seeing in a new way', ‘deep motivation', and ‘deep strategy' in learning sciences.

KW - Approaches to learning science

KW - Computer simulations

KW - Conceptions of learning science

KW - Inquiry-based instruction

UR - https://www.scopus.com/pages/publications/85060064707

M3 - 會議論文篇章

AN - SCOPUS:85060064707

T3 - ICCE 2018 - 26th International Conference on Computers in Education, Workshop Proceedings

SP - 299

EP - 303

BT - ICCE 2018 - 26th International Conference on Computers in Education, Workshop Proceedings

A2 - Wong, Lung-Hsiang

A2 - Banawan, Michelle

A2 - Srisawasdi, Niwat

A2 - Yang, Jie Chi

A2 - Rodrigo, Ma. Mercedes T.

A2 - Chang, Maiga

A2 - Wu, Ying-Tien

PB - Asia-Pacific Society for Computers in Education

T2 - 26th International Conference on Computers in Education, ICCE 2018

Y2 - 26 November 2018 through 30 November 2018

ER -

Chang CJ, Wen CT, Tseng LW, Chang MH, Liu CC, Fan Chiang SH et al. The impact of inquiry-based instruction with inquiry map on conceptions of learning science to learning science. In Wong LH, Banawan M, Srisawasdi N, Yang JC, Rodrigo MMT, Chang M, Wu YT, editors, ICCE 2018 - 26th International Conference on Computers in Education, Workshop Proceedings. Asia-Pacific Society for Computers in Education. 2018. p. 299-303. (ICCE 2018 - 26th International Conference on Computers in Education, Workshop Proceedings).

The impact of inquiry-based instruction with inquiry map on conceptions of learning science to learning science

Abstract

Publication series

Conference

Keywords

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Projects

Minimized Scientific Problem-Solving Games for Developing Students’ Inquiry Ability: Simulation Game Development, Learning Assessment and Analytics(2/3)

Cite this