Students’ Concept Mastery with the Web Inquiry Environment (original) (raw)
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2021
The development of technology plays an important role in the educational field. Pandemic situations due to Covid-19 tend to move the learning system into online learning and to avoid the students from passiveness, their contribution is needed during this learning. Web-Based Inquiry Learning (WBIL) is an online platform that provides the activity for students to do the investigation actively through internet-based. The purpose of this research is to investigate the students’ science inquiry skills and concept mastery. There are 29 students in grade 8th who are chosen by convenience sampling from one private school in Bandung that use a Cambridge curriculum. The method used is pre-experimental with posttest design only to investigate the science inquiry skills and pre-posttest design to investigate the concept mastery. The inquiry skills measured in this research is consists of five phases. The results showed that implementing the WBIL gain a high category (90%) in formulating questio...
WebQuest in the Classroom–Analysis of its Impact
This work presents the great impact of the WebQuest technique in the classroom, based on the analysis of the evaluation questionnaires provided by the teachers who attended the on-line course "About Web-Quest" developed in the frame of a Socrates Comenius 2.1 European Project. The paper emphasises some aspects related to the importance of the WebQuest technique for the teachers, the improvements gained in the teaching and learning process from the quality point of view, the obstacles met during the implementa-tion process and some facts about time perspectives for implementing WebQuests in the classroom.
The Effects of a Web-based Guided Inquiry Approach on Students' Achievement
Journal of Computers, 2007
Although Web technology is widely used in today's classrooms, educationists are still unsure of its capability to generate meaningful learning. As the numbers of web-based learning (WBL) materials keep increasing tremendously, more students will rely on such resources in their learning process. WBL is always seen as a platform to deliver information, and as such, most of its learning materials are linear and tutorial-based. A WBL that applies a guided inquiry approach offers an alternative as it allows the users to explore the environment based on a given problem. This study investigated the effectiveness of two learning approaches in a WBL environment (guided inquiry, GIA and tutorial, TuA) on the achievement of students with different cognitive styles (Field Independent, FI and Field Dependent, FD). Two versions of a WBL material (TuA and GIA versions) were developed for this purpose. The findings revealed that: (1) the GIA group performed significantly better than the TuA group, (2) the FI students performed significantly better than the FD students did, (3) the FI students in the GIA group performed significantly better than did the FI students in the TuA group, (4) a significant difference in achievement was reported between the FI and the FD students in the GIA group, and (5) among the FD students, no significant difference in achievement between those who received GIA and those who received TuA approaches. These findings suggest that Guided Inquiry has the potential to be an effective learning approach in a web environment.
Journal of research on technology in education, 2004
Using WebQtiests for inquiry-based learning represents a higher-order use of technology requiring students to exercise information seeking, analyzing, and synthesizing strategies. This research was designed to obtain a better understanding of how to enhance the pedagogical effectiveness ofWebQuests and of how students interact with the various features inherent to informational Web sites. A major objective was to examine the effect of providing instructional scaffolds to support fifth-grade students' WebQuesting experiences. The findings indicated that concept mapping templates coordinated with the research tasks enhanced students' free recall and application of acquired knowledge. The importance of site design features, especially discourse quality, multimedia elements, and navigational systems, are discussed with respect to students' ability to locate, extract, and apply information.
Advances in Social Science, Education and Humanities Research, 2021
Concept mastery is an important ability that needs to be developed for students as a base of their higher-order thinking skills. However, this has not been well facilitated in the process of learning science in Madrasah Tsanawiyah (MTs) due to the lack of teaching materials. This study aims to develop science teaching material based on SETS integrated inquiry to improve concepts mastery of student. This R&D research adapted the Dick and Carey model. The product was then used in science learning and tested for its feasibility on using students in one of the MTs in Mataram City, Indonesia, as subjects. The results show that teaching material have a goof feasibility, high category in practicality, and effective for improving student's mastery of concepts. In conclusion, learning using science teaching materials based on SETS-integrated inquiry was proven to improve students' mastery of concepts.
9 th PCSF 2019 Professional Culture of the Specialist of the Future , 2019
The aim of this article is to substantiate the expediency of using WebQuests in teaching English at universities with the help of generalizing our own experience. The article attempts to analyze a perspective trend in the methodology of teaching English in the modern computerized world, which affects the implementation of educational tasks at all levels of education and dictates the need to use Internet resources. In the context of the outlined problems, a description of the experience in compiling WebQuests can be offered. The definition of the WebQuestis given based on the structure and type of the educational activity. The authors differentiate types of WebQuests and their significance for the teaching-learning process. It is stated that the results of the web quest, depending on the material being studied, can be presented in various forms. The article tackles the basic structure of the web quest. The attention to the teacher role in the process of work is attracted, as his focus on the tasks that he sets for himself and on the individual characteristics of his students is essential. The procedure of creating a template for a quest is described with certain details. It is mentioned how to assess the results of the quest. The article estimates the role of WebQuests in the process of teaching English.
Ιnquiry learning using a technology-based learning environment
This study examined the impact of an inquiry-ased and modeling-ased instructional inter!ention on primary schoolstudents" using different pedagogical tools# !ideo" real o$ects and a technology-ased en!ironment that supportsmodeling%% The study as implemented ith thirty '()* students% +uantitati!e results demonstrated that theinter!ention enhanced the inquiry aility of all students% +ualitati!e results demonstrated that it is essential for students to practise modeling acti!ities% ,t is also essential that the realisation of experiments in computer follo therealisation of real experiments" in order to acti!ate the students reasoning in greater depth and support them pass toformal thought% The study adds to the existing literature on designing learning en!ironments% Smyrnaiou Z. & Dimitracopoulou A. (2007). Ιnquiry learning using a technology-based learning environment. In (Ed) C. Constantinou & Z. Zacharia, Proceedings of 8th International Conference on Computer Based Learning in science (CBLIS), 31 June-6 July, Heraklion, Crete, pp. 90-100.
AIP Conference Proceedings
Assessment should not only be carried out when the learning ends (or assessment of learning) but also during the learning process through assessment for learning and assessment as learning approaches. These approaches can be achieved by integrating formative assessment during the learning process. Formative assessments provide information about students' strengths and weaknesses in learning by giving feedback. Giving immediate feedback is very necessary to close the gap in students' concepts. Giving a test with immediate feedback can increase students' learning interests and provide reinforcement and improvement in students' understanding of concepts. This research aimed to find out the increased junior high school students' concepts understanding in science learning which is integrated with web-assisted formative assessment on materials of vibrations, waves, and sounds. This research was conducted in VIII-C Class SMPN 1 Malang, the academic year of 2018-2019. The research design used was a mixed method with an embedded experimental mixed method. Quantitative data were in the form of pretest and posttest scores. Qualitative data were the results of observations during the learning process, answers to worksheets, and the results of interviews with students. On the other hand, quantitative data analysis includes the Kolmogorov Smirnov test, paired t-test, N-gain, and d-effect size. Qualitative data analysis is data reduction. From the d-effect size test result, the score obtained was 2.25 (high category), and N-gain indicated a score of 0.63 (above the medium category). The study indicated that students' understanding of concepts has improved through science learning integrated with web-assisted formative assessment.