Personal inquiry: innovations in participatory design and models for inquiry learning

This paper describes a participatory design approach to the development of inquiry‐based learning supported through a technology toolkit. The work is part of an interdisciplinary project – Personal Inquiry (PI). The paper focuses on the approach we adopted, concentrating in particular on the two mediating artefacts we used to guide and frame the design process during two design workshops. The first mediating artefact used was an inquiry framework developed as part of the wider PI project and the second was Kellett’s enquiry research bubbles, which is a framework to guide enquiry‐based thinking processes. The paper reports on data collected during the workshops and reflects on the value of the approach adopted. The paper also explores the PI‐team’s own reflections on the design process and its role in the overall project.     

The use of augmented reality games in education: a review of the literature

This paper provides a review of the literature about the use of augmented reality in education and specifically in the context of formal and informal environments. It examines the research that has been conducted up to date on the use of those games through mobile technology devices such as mobile phones and tablets, both in primary and secondary education. The review of the relative literature was carried out in the period 2000 to early 2014 in ScienceDirect and ERIC. The outcomes of this review illustrated a set of studies that provide evidence of positive outcomes regarding student learning. These studies, which focused mainly on the natural sciences and took place within informal learning environments, used both qualitative and quantitative data collection methods. The earliest study that was conducted about this topic used personal digital assistants, while the more recent one used smart (mobile) phones and tablets. The services of augmented reality focused on markers/quick response codes, virtual items, global positioning system services as well as on platforms for game creation. The findings of the literature review are discussed in relation to research approaches that are needed for augmented reality games to be played either in formal or informal learning environments.     

LEAD at lunch: inquiry,learning, and action

This account of practice discusses the author's experience in facilitating a small group of managers in health care over lunchtime utilizing an action learning approach. This was part of a larger leadership development initiative which took place in the organization and the intention was to create a more intimate, informal and safe setting whereby the group could further delve into the collaborative learning process, explore issues around leadership, garner feedback about the formal programming, gain insight into larger organizational issues, and perhaps develop strategies for change. Outcomes achieved include better meeting management, revision of an organizational communication forum, the development of a training program for performance management, as well as plans for more collaboration with upper administration and the development of a mentoring program. In summary, this venue created a supportive space whereby all aspects of a problem could be explored and resolutions could be formulated and acted upon.     

Advantages and challenges associated with augmented reality for education: A systematic review of the literature

This study presents a systematic review of the literature on augmented reality (AR) used in educational settings. We consider factors such as publication year, learner type (e.g., K-12, higher education, and adult), technologies in AR, and the advantages and challenges of using AR in educational settings. The full range of SSCI journals was surveyed and a total of 68 research articles were selected for analysis. The findings reveal an increase in the number of AR studies during the last four years. The most reported advantage of AR is that it promotes enhanced learning achievement. Some noted challenges imposed by AR are usability issues and frequent technical problems. We found several other challenges and numerous advantages of AR usage, which are discussed in detail. In addition, current gaps in AR research and needs in the field are identified, and suggestions are offered for future research.     

Open educational resources in support of science learning: tools for inquiry and observation

This article focuses on the potential of free tools, particularly inquiry tools for influencing participation in twenty-first-century learning in science, as well as influencing the development of communities around tools. Two examples are presented: one on the development of an open source tool for structured inquiry learning that can bridge the formal/informal spaces for inquiry learning. This is contrasted with an example of the use of free tools and community development for observation of scientific phenomena supported by open educational resources (OER) with a citizen science perspective. The article provides an assessment of how the availability of the resources has a potential for shaping the communities using OER for science learning and a discussion of the means of supporting inquiry.     

Learning about the types of plastic wastes: effectiveness of inquiry learning strategies

This study aims to examine the impacts of the inquiry learning strategies employed in a ‘Plastic Education Project’ on primary students' knowledge, beliefs and intended behaviour in Hong Kong. Student questionnaires and a test on plastic types were adopted for data collection. Results reveal that the inquiry learning strategies significantly improved students' knowledge of the types of plastic wastes and their corresponding beliefs. However, the strategies seemed not to change students' intended behaviour regarding plastic waste classification and management. The implications of the study for further learning and teaching in environmental education are discussed.     

高中化学研究性学习活动设计与思考--"化学元素与人体健康"案例实践

本文结合高中化学新教材中卤族元素的内容 ,探讨了研究性学习在化学教学中应用的具体实施步骤、过程 ,分析了研究性学习在高中化学教学中的重要作用 ,提出了在高中化学教学中实施研究性学习的几个注意点。     

Understanding distinctions in learning in hybrid,and online environments: an empirical investigation of the community of inquiry framework

This study of 723 college students seeks to assess the adequacy of the Community of Inquiry (CoI) framework for describing and explaining differences in learning outcomes in hybrid and fully online learning environments. Hypothesizing that the CoI model's theoretical constructs of presence reflect educational effectiveness in a variety of environments, this article seeks evidence of whether students in varying learning environments are likely to rank them differently with regard to teaching, social, and cognitive presence. The study utilizes factor-, hierarchical-regression-, and path analyses to determine the validity of the CoI constructs as well as to characterize the nature of relationships between them. Results suggest that the model is coherent and accounts for the small but significant differences recently reported in the literature regarding the superiority of hybrid environments relative to fully online environments (Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington, DC: US Department of Education, Office of Planning, Evaluation, and Policy Development). Recommendations for future research and practice are included.     

The effect of using augmented reality and sensing technology to teach magnetism in high school physics

ABSTRACT

The purpose of this study is to investigate the effect of MagAR, an instructional material for teaching magnetism using augmented reality and sensing technology, on students’ academic achievement and learning process, and to identify students’ views about augmented reality. An embedded mixed-method approach was employed in this study. The study’s results suggest that AR learning environments are effective in teaching physics, and facilitate learning by adding visual and textual components to the learning process. In learning activities integrated with AR, the students were observed to participate more, appeared more comfortable, were able to answer questions related to the subject more easily, had increased self-confidence and exhibited higher academic achievement levels in physics. The results suggest that AR should not be considered as an independent learning environment for the teaching of physics, but would be more effective as supplementary to the laboratory environment.     

“Applying anatomy to something I care about”: Authentic inquiry learning and student experiences of an inquiry project

Despite advances to move anatomy education away from its didactic history, there is a continued need for students to contextualize their studies to make learning more meaningful. This article investigates authentic learning in the context of an inquiry‐based approach to learning human gross anatomy. Utilizing a case‐study design with three groups of students (n = 18) and their facilitators (n = 3), methods of classroom observations, interviews, and artifact collection were utilized to investigate students' experiences of learning through an inquiry project. Qualitative data analysis through open and selective coding produced common meaningful themes of group and student experiences. Overall results demonstrate how the project served as a unique learning experience where learners engaged in the opportunity to make sense of anatomy in context of their interests and wider interdisciplinary considerations through collaborative, group‐based investigation. Results were further considered in context of theoretical frameworks of inquiry‐based and authentic learning. Results from this study demonstrate how students can engage anatomical understandings to inquire and apply disciplinary considerations to their personal lives and the world around them. Anat Sci Educ 10: 538–548. © 2017 American Association of Anatomists.     

Testing one premise of scientific inquiry in science classrooms: Examining students' scientific explanations and student learning

In this study, we analyzed the quality of students' written scientific explanations found in notebooks and explored the link between the quality of the explanations and students' learning. We propose an approach to systematically analyzing and scoring the quality of students' explanations based on three components: claim, evidence to support it, and a reasoning that justifies the link between the claim and the evidence. We collected students' science notebooks from eight science inquiry‐based middle‐school classrooms in five states. All classrooms implemented the same scientific‐inquiry based curriculum. The study focuses on one of the implemented investigations and the students' explanations that resulted from it. Nine students' notebooks were selected within each classroom. Therefore, a total of 72 students' notebooks were analyzed and scored using the proposed approach. Quality of students' explanations was linked with students' performance in different types of assessments administered as the end‐of‐unit test: multiple‐choice test, predict‐observe‐explain, performance assessment, and a short open‐ended question. Results indicated that: (a) Students' written explanations can be reliably scored with the proposed approach. (b) Constructing explanations were not widely implemented in the classrooms studied despite its significance in the context of inquiry‐based science instruction. (c) Overall, a low percentage of students (18%) provided explanations with the three expected components. The majority of the sample (40%) provided only claims without any supporting data or reasoning. And (d) the magnitude of the correlations between students' quality of explanations and their performance, were all positive but varied in magnitude according to the type of assessment. We concluded that engaging students in the construction of high quality explanations may be related to higher levels of student performance. The opportunities to construct explanations in science‐inquiry based classrooms, however, seem to be limited. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 583–608, 2010     

Virtual,augmented and mixed reality in K–12 education: a review of the literature

ABSTRACT

This article provides the first review of the existing literature consolidating research into the use of virtual, augmented and mixed reality technologies within K–12 educational environments. The review explores the peer-reviewed scholarly studies conducted between 2006 and May 2017, which involved the use of virtual reality (VR), augmented reality (AR) or mixed reality (MR) technologies in the instruction of students in elementary, middle or high school. The literature revealed common themes including collaboration, communication, critical thinking, attitude, engagement, learning, motivation, performance or achievement, and technology (used or proposed). This literature review will contribute to the field by providing clarity on definitions for VR, AR and MR technologies in consideration of educational use, present an overview of the existing research on VR, AR and MR specific to K–12 educational environments and identify future research needs and directions.     

Evaluating the effects of analogy enriched text on the learning of science: The importance of learning indexes

Research has shown that differences in the prior knowledge of the participants and in the learning indexes adopted can explain why some studies show positive learning effects of analogy enriched text while others do not. In the present studies, these two factors were combined into one through the construction of a learning index that measured incremental positive changes in the participants' prior knowledge after reading an analogy enriched or no analogy text. A second learning index was also used to evaluate whether the participants created well-formed conceptual models after reading the science text. These learning indexes were used in two studies in which the effects of analogy enriched versus no analogy text were compared on the learning of the scientific explanations of the day/night cycle and of the seasons. The participants were 3rd and 5th graders in the first study and 6th graders and college students in the other. Although only few of the participants learned the correct scientific explanation, those who read the analogy enriched text produced more incremental positive changes in their pretest explanations at posttest and delayed test and created more well-formed conceptual models close to the scientific one than those who read the no analogy text. They also recalled more information and created fewer invalid inferences in their recalls. The results indicate that analogies can be used without reservation to facilitate the learning of science and have broader implications about how to evaluate the learning of science in general.     

Making inquiry-based science learning visible: the influence of CVS and cognitive skills on content knowledge learning in guided inquiry

ABSTRACT

Many science curricula and standards emphasise that students should learn both scientific knowledge and the skills associated with the construction of this knowledge. One way to achieve this goal is to use inquiry-learning activities that embed the use of science process skills. We investigated the influence of scientific reasoning skills (i.e. conceptual and procedural knowledge of the control-of-variables strategy) on students’ conceptual learning gains in physics during an inquiry-learning activity. Eighth graders (n?=?189) answered research questions about variables that influence the force of electromagnets and the brightness of light bulbs by designing, running, and interpreting experiments. We measured knowledge of electricity and electromagnets, scientific reasoning skills, and cognitive skills (analogical reasoning and reading ability). Using structural equation modelling we found no direct effects of cognitive skills on students’ content knowledge learning gains; however, there were direct effects of scientific reasoning skills on content knowledge learning gains. Our results show that cognitive skills are not sufficient; students require specific scientific reasoning skills to learn science content from inquiry activities. Furthermore, our findings illustrate that what students learn during guided inquiry activities becomes visible when we examine both the skills used during inquiry learning and the process of knowledge construction. The implications of these findings for science teaching and research are discussed.     

Weather observers: a manipulative augmented reality system for weather simulations at home,in the classroom,and at a museum

This study focused on how to enhance the interactivity and usefulness of augmented reality (AR) by integrating manipulative interactive tools with a real-world environment. A manipulative AR (MAR) system, which included 3D interactive models and manipulative aids, was designed and developed to teach the unit “Understanding Weather” in a natural science course, and to bridge a formal learning environment (i.e. school), non-formal (i.e. at a museum), and informal learning environments (i.e. home). Sixty-four sixth-grade students (12–13 years old) from four classes in Taipei City were enrolled in a seven-week general studies course entitled “Natural and Life Science and Technology”, and they were divided into an experimental group (31 students who used the MAR system) and a control group (33 students who used multimedia teaching resources). After seven weeks of experiments, the results revealed that integrating the MAR system into inquiry-based field study made a greater positive impact on the students' academic achievement and motivation compared to the multimedia teaching resources installed on a tablet PC. Additionally, there were two interesting findings: (1) the MAR system offered effective learning materials relative to the multimedia teaching resources and (2) manipulative aids were an effective learning tool for interactivity and usefulness of AR. Besides, there were two meaningful suggestions associated with designing and developing the AR educational system for future researchers and designers, namely make it easy to use and include manipulative aids.     

Weaving action learning into the fabric of manufacturing: the impact of humble inquiry and structured reflection in a cross-cultural context

This account of practice examines the implementation of and reactions to action learning through the Lean methodology in a unique, cross-cultural context. I review my time spent as a Lean coach; engaging with, training, and using action learning with employees in a garment manufacturing facility located in Bali, Indonesia. This research addresses the issue of action learning as it applies to line-level manufacturing workers in an Indonesian national culture. The paper first examines the role of action learning as it applies to the Lean methodology. Then I reflect on broad observations from my ethnographic research, before delving more deeply into the process and reflections of the action learning group. I conclude with some key learning points for the role of action learning for manufacturing work in cross-cultural environments.     

Scaffolding and mediating for creativity: suggestions from reflecting on practice in order to develop the teaching and learning of gymnastics

This article takes a reflective stance on the development of practice in scaffolding and mediating for creativity and potentially better performance in gymnastics. The pedagogical approach outlined illustrates how an experienced practitioner can adopt mediational (rather than meddling) and scaffolding techniques to focus on supporting the development of creativity. Various teaching tactics and their influences on the nature and direction of learning are described. Dialogic reflections from the students as well as examples of task outcomes offer insight into the impact of this approach on learning processes and performance outcomes. Reflections-in-action, on-action and post-action from this study offer suggestions about how a learning programme could be re-focused, tasks structured and mediational approaches adapted to support more creativity in the teaching and learning of gymnastics specifically and in learning in general.