The discourse of engagement: An approach to analyzing conceptual understanding in an inquiry-based learning environment

This research aimed to identify the effects of inquiry-based learning on the conceptual understanding of students with various learning styles in the multimedia learning environment. This research was factorial experiment with the quasi-experimental design. There were total of 157 primary school students in Bali, Indonesia being involved as the subjects of the study. There were two instruments used in this research. The first instrument was a questionnaire adapted from Index of Learning Style (ILS) developed by Felder and Soloman for measuring the verbal-visual learning styles. The second instrument was the conceptual understanding test for measuring students’ conceptual understanding in the form of multiple-choice test. The research discovered three findings as follows: (1) there is a significant difference in terms of conceptual understanding between students who are taught by inquiry-based learning and direct instruction strategy, (2) there is a significant difference in terms of students conceptual understanding between visual and verbal students, (3) there is a significant interaction between different learning strategies (inquiry based learning and direct instruction strategy) and students’ learning styles (visual verbal) toward students conceptual understanding.

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INTEGRASI TEKNOLOGI DIGITAL DALAM PEMBELAJARAN DI ERA INDUSTRI 4.0

JURNAL TATSQIF ◽

10.20414/jtq.v16i1.203 ◽

2018 ◽

Vol 16 (1) ◽

pp. 42-54 ◽

Cited By ~ 2

Author(s):

Susilahudin Putrawangsa ◽

Uswatun Hasanah

Keyword(s):

Mathematics Education ◽

Learning Environment ◽

Conceptual Understanding ◽

Basic Principle ◽

Digital Technology ◽

Technology In Education ◽

Mathematical Concepts ◽

Mathematical Skills ◽

Alternative Learning ◽

Development Of Students

The recent study intends to describe the roles and the principles of integrating digital technology in education at the 4th Industrial Era. The integrartion is studied from mathematics education perspective. It is concluded that the basic principle of integrating digital technology in mathematics education is that the technology does not diminish students’ conceptual understanding or replace students’ intuitions in doing mathematics. Conversely, the technology is utilized to boost students’ conceptual understanding and maximize the development of students’ intuition in doing mathematics. It is identified that there are three didactical functions of digital technology in mathematics education, such as: (1) Technology for doing mathematics, that is the technology is incorporated as alternative learning media in doing mathematical activities; (2) Technology for practicing skills, that is the technology is utilized as a learning environment to master particular mathematical skills; (3) Technology for developing conceptual understanding, that is the technology is integrated as a learning environment to develop students’ conceptual understanding of specific mathematical concepts. This last didactical function is the most expected of integrating digital technology in mathematics education.

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Exploring the Change in Nature and Efficacy of Learners’ Questions Through Progressive Interaction with the Stanford Mobile Inquiry-based Learning Environment (SMILE)

Education Innovation Series - Innovations in Educational Change ◽

10.1007/978-981-13-6330-6_11 ◽

2019 ◽

pp. 225-251

Author(s):

Kenneth Y. T. Lim ◽

Bing Heng Song ◽

Matthew Xiang Kho

Keyword(s):

Learning Environment ◽

Inquiry Based Learning

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Scaffolding Role of Computer-Supported Collaborative Learning Environment on Collaboration and Academic Literacy

Remote Work and Collaboration ◽

10.4018/978-1-5225-1918-8.ch024 ◽

2017 ◽

pp. 474-494

Author(s):

Ke Zhao

Keyword(s):

Collaborative Learning ◽

Focus Group ◽

Learning Environment ◽

Conceptual Understanding ◽

Social Cognitive ◽

Academic Literacy ◽

Computer Supported Collaborative Learning ◽

Essay Writing ◽

Four Dimensions ◽

Group Interviews

Drawing on knowledge building and social cognitive perspectives on academic literacy, this chapter argues for a design framework of Computer-Supported Collaborative Learning (CSCL) environment featured by Knowledge Forum for Chinese tertiary business English students. An initial design study was reported to evaluate the design effect of CSCL environment on collaboration and academic literacy and to further investigate factors facilitating academic literacy development. Four intact classes with 102 Year One students participated in a 12-week project learning in two different learning environments, namely Computer-Supported Collaborative Inquiry Learning (CSCIL) and Regular Project-Based Learning environment (RPBL). Data was obtained from exam results, survey, essay writing quality, and focus group interviews. Four dimensions of academic literacy were identified and rated. MANOVA analyses showed significant main effects of environment indicating that CSCIL groups have significant higher gains in conceptual understanding and argumentative construction. Contrastive analyses of focus group interview data identify the interplay of social, cognitive, and technological dynamics that facilitate collaborative conceptual understanding and argumentative construction. Implications and further design issues are also discussed.

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My Pocket Technology: Introducing a Mobile Assisted Inquiry Learning Environment (MAILE) to Promote Inquiries among Secondary Students

Journal of Education and Learning ◽

10.5539/jel.v6n3p107 ◽

2017 ◽

Vol 6 (3) ◽

pp. 107 ◽

Cited By ~ 2

Author(s):

Sreelekha Leelamma ◽

Uma Devi Indira

Keyword(s):

Learning Environment ◽

Secondary Students ◽

Instructional Strategy ◽

Environmental Science ◽

Inquiry Learning ◽

Cognitive Learning ◽

Control Group ◽

School Students ◽

Inquiry Based Learning ◽

Multiple Dimensions

This paper introduces the Mobile Assisted Inquiry Learning Environment (MAILE), an Experimental Instructional Strategy (EIS) which employs an inquiry-based learning approach to guide secondary school students to learn environmental science in an engaging way supported by mobile phones. The students are situated in both the real world and the virtual world to extend their learning experiences. The effectiveness of this innovative approach is determined by comparing the learning effectiveness of an Experimental Group (EG) exposed to the experimental strategy and a Control Group (CG) taught the same content using the pedagogy prescribed by the state curriculum. The results show significant positive results in favor of the EG in multiple dimensions of cognitive learning prescribed by Bloom’s Taxonomy: Knowledge, Comprehension and Application.

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