Literaturnachweis - Detailanzeige
| Autor/inn/en | Siantuba, Jackson; Nkhata, Leonard; de Jong, Ton |
|---|---|
| Titel | The Impact of an Online Inquiry-Based Learning Environment Addressing Misconceptions on Students' Performance |
| Quelle | In: Smart Learning Environments, 10 (2023), Artikel 22 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Siantuba, Jackson) ORCID (Nkhata, Leonard) ORCID (de Jong, Ton) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| DOI | 10.1186/s40561-023-00236-y |
| Schlagwörter | College Freshmen; College Science; Introductory Courses; Physics; Inquiry; Active Learning; Science Laboratories; Technology Uses in Education; Misconceptions; Scientific Concepts; Motion |
| Abstract | This study sought to develop and evaluate an online module based on inquiry learning with digital laboratories, which was intended to address students' misconceptions in a science domain. In a quasi-experimental design, 171 first-year students in a higher education introductory physics course on circular motion were as their existing groups assigned to an experimental (n = 100) or a control (n = 71) condition. The experimental condition was developed by arranging online inquiry activities that would encourage students to probe five identified misconceptions. The control condition required students to engage in online inquiry following the traditional syllabus outline. Students in both conditions used the same type of digital laboratory setup. The participants learned about the topic of circular motion and their knowledge was assessed. Results of the knowledge test revealed that the experimental condition geared towards addressing students' misconceptions facilitated conceptual change more than the control condition. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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