Virtual labs and their impact on developing scientific inquiry skills in the science subject for fifth-grade female students in Jeddah: المعامل الافتراضية وأثرها على تنمية مهارات الاستقصاء العلمي في مادة العلوم لدى طالبات الصف الخامس الابتدائي بجدة

The aim of the current research is to reveal the impact of virtual labs on developing scientific investigation skills of fifth-grade primary students in Jeddah, and in order to achieve that, the researcher used the quasi-experiment approach with one group, where the research tools were applied after ensuring their validity and stability, namely the performance test and the attached observation card, before After applying the experimental treatment material represented in the virtual Crocodile laboratory in a sample of (35) female students of the fifth grade of primary school - the second semester of the academic year 1437-1438 AH, and they were chosen by the intentional method, and after conducting the experiment the research results were analyzed, and the research concluded A total of a set of results, the most prominent of which is the existence of a statistically significant difference at the level of (0.05) between the mean scores of the experimental group students that use (virtual laboratories), in the pre and post application of the performance test and its observation card for scientific inquiry skills in favor of the post application. The researcher recommended employing virtual laboratories in teaching science subjects and its branches and suggested a set of future researches in light of the results of the research.

The Effect of Common Knowledge Construction Model-based Teaching on the Cognitive and Psychomotor Learning of 7th Grade Students

This study aimed to investigate the effect of science teaching, based on the Common Knowledge Construction Model (CKCM), on cognitive and psychomotor learning in 7th-grade students. The study group consisted of 29 students from two public schools affiliated with the Ministry of National Education in the 2018-2019 academic year. The study was carried out following a semi-experimental pre-test post-test control group research design. The data were collected with a “Scientific Inquiry Skills Test,” and a “Psychomotor Skills Rubric” (PSR) developed by the researchers. The PSR was used to evaluate the practice exam results of both groups. Data were analyzed with a standard statistics package. It was determined that the scientific inquiry skills post-test scores of the experimental group (X=15.87) were higher than the control group (X=10.92). The difference was observed to be significant. Also, a comparison of the total post-test PSR scores showed a statistically significant difference between the experimental (X=15.44) and control groups (X=13.30).

Data-Driven Hint Generation in Intelligent Tutoring Systems for Learning Microeconomics

Scientific inquiry skills is used in all educational areas. In the context of microeconomics, it is widely known that the development of scientific inquiry skills is central to the construction of ideas that enable understanding. Intelligent tutoring systems (ITSs) have been shown to be effective in supporting students' domain-level learning through guided problem solving practice. ITSs provide personalized feedback (in the form of hints) to students and improve learning at effect sizes approaching that of human tutors. However, creating an ITS to adapt to individual students requires the involvement of experts to provide knowledge about both the academic domain and novice student behavior in that domain’s curriculum. Creating an ITS requires time, resources, and multidisciplinary skills. Because of the large possible range of problem solving behavior for any individual topic, the amount of expert involvement required to create an effective, adaptable tutoring system can be high, especially in open-ended problem solving domains. Data-driven ITSs have shown much promise in increasing effectiveness by analyzing past data in order to quickly generate hints to individual students. However, the fundamental long term goal was to develop “better, faster, and cheaper” ITSs. The main goal of this paper is to: 1) presents ITSs used in the microeconomics education; and 2) introduce data-driven ITSs for microeconomics education.