Does Self-Regulated or Guided Inquiry Perform Better? Effects of Cloud-based Science Reading and Discussion on Students' Optic Concept and Critical Thinking Intention
| Autor: | Tien-Chien Huang, 黃天建 |
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| Rok vydání: | 2015 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 103 The information courses provided currently in junior high schools are mostly focused more on operating application programs than training student’s higher order thinking skills using information technology. Majority of students enjoy playing computer games while they lack the ability of self-regulated learning and critical thinking with information technology. To identify which way of learning helps students the most with concept learning and critical thinking using reading and discussion of scientific topics in the cloud environment, this study aims to explore how students are able to exploit a cloud platform for reading and discussion of optics-related topics. Two learning methods, self-regulated inquiry and guided inquiry, were compared for students’ performance in learning the concept of optics and critical thinking. The reading and discussion activities of “the world of light and colors” program designed by a science teacher was combined with the cloud learning management system designed by an IT teacher to lead the optics concept learning and critical thinking. Quasi-experimental design was adopted for the comparison between the performance of the two learning methods mentioned above. There were 68 eighth grade students attending a public junior high school in Taichung City were selected as the subjects of teaching experiment. The self-regulated inquiry learning, which was structured to combine Big 6 and Webquest models, was implemented to the experiment group (n=34), while the guided inquiry learning was adopted in the control group (n=34) as students had to complete their assignments with the Webquest model based on the questions provided by the teacher. The results showed that the self-regulated inquiry learning performed better than guided learning for learning achievement after cloud-based science reading and discussion. For students’ critical thinking, the experimental group outperformed the control group in the dimensions of “systematics and analysis ability” and “open-mindedness.” However, this was not observed in “curiosity for knowledge” and overall and reflective thinking.” Based on these results, it is suggested to have longer sessions of self-regulation exploration in order to allow students for exploratory learning of digital reading and improvement in critical thinking. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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