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Identifying Effective Design Features of Technology-Infused Inquiry Learning Modules: A Two-Year Study of Students' Inquiry Abilities
ARTICLE

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Journal of Educational Technology & Society Volume 19, Number 2, ISSN 1176-3647 e-ISSN 1176-3647

Abstract

The two-year study aimed to explore how students' development of different inquiry abilities actually benefited from the design of technology-infused learning modules. Three learning modules on the topics of seasons, environmental issues and air pollution were developed to facilitate students' inquiry abilities: questioning, planning, analyzing, and modeling. Two classes of seventh graders (13-14 years old) were randomly assigned to an inquiry group (n = 24) and a baseline group (n = 27). The two groups engaged in three technology-infused learning modules and conventional instruction respectively, and took two inquiry ability tests three times throughout two years. The test results showed that the inquiry group performed significantly better than the baseline group with respect to several inquiry sub-abilities. The instructional components of the tasks (i.e., design features) for which students exhibited significant improvements were further analyzed with respect to the task complexity, the function of the prompts, and the types of representations presented in the tasks. These design features identified provided useful insights into future design of technology-infused learning tasks for different inquiry abilities.

Citation

Hsu, Y.S., Fang, S.C., Zhang, W.X., Hsin-Kai, W., Wu, P.H. & Hwang, F.K. (2016). Identifying Effective Design Features of Technology-Infused Inquiry Learning Modules: A Two-Year Study of Students' Inquiry Abilities. Journal of Educational Technology & Society, 19(2), 228-244. Retrieved December 15, 2019 from .

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