Assessing the development of students’ inquiry process and critical thinking skills in Physics labs supported by portable digital devices (IB-mlabs)

PDF (ελληνικά)
Published: Sep 12, 2024
DOI: https://doi.org/10.12681/codiste.7002
Keywords:
Inquiry-based learning portable digital devices inquiry skills
Manolis Kousloglou
Aristotle University of Thessaloniki
Anastasios Molohidis
Physics Department, Aristotle University of Thessaloniki
Euripides Xatzikraniotis
Physics Department, Aristotle University of Thessaloniki
Abstract

Inquiry-based learning is a pedagogical transformation of scientific methods that promotes the development of inquiry process skills, as well as critical thinking & problem solving skills. The use of digital mobile devices facilitates the growth of these skills. This paper describes the design and implementation of inquiry type interventions using portable digital devices as well as the findings regarding the development of inquiry process skills and critical thinking & problem solving skills among the Grade-9 high school students.

Article Details
  • Section
  • SYMPOSIUM
Downloads
References
AAAS (1993). Benchmarks for science literacy, a project 2061 report. Oxford University Press.
Arantika, J., Saputro, S., & Mulyani, S. (2019). Effectiveness of guided inquiry-based module to improve science process skills. In Journal of physics: conference series (Vol. 1157, No. 4, p. 042019). IOP Publishing. http://dx.doi.org/10.1088/1742-6596/1157/4/042019
Cavus, N., & Uzunboylu, H. (2009). Improving critical thinking skills in mobile learning. Procedia-Social and Behavioral Sciences, 1(1), 434-438. https://doi.org/10.1016/j.sbspro.2009.01.078
Chen, S., Chang, W. H., Lai, C. H., & Tsai, C. Y. (2014). A Comparison of Students’ Approaches to Inquiry, Conceptual Learning, and Attitudes in Simulation-Based and Microcomputer-Based Laboratories. Science Education, 98(5), 905–935. https://doi.org/10.1002/sce.21126
Chinn, C. A., & Malhotra, B. A. (2002). Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks. Science education, 86(2), 175-218. https://doi.org/10.1002/sce.10001
Condon, W., & Kelly-Riley, D. (2004). Assessing and teaching what we value: The relationship between college-level writing and critical thinking abilities. Assessing Writing, 9(1), 56-75. https://doi.org/10.1016/j.asw.2004.01.003
Constantinou, C.P., Tsivitanidou, O.E., Rybska, E. (2018). What Is Inquiry-Based Science Teaching and Learning?. In: Tsivitanidou, O., Gray, P., Rybska, E., Louca, L., Constantinou, C. (eds) Professional Development for Inquiry-Based Science Teaching and Learning. Contributions from Science Education Research, vol 5. Springer, Cham. https://doi.org/10.1007/978-3-319-91406-0_1
Hackling, M. W. (2005). Working scientifically: Implementing and assessing open investigation work in science. Department of Education and Training, Western Australia. ISBN 0 7307 4146 X.
Hwang, G. J., Li, K. C., & Lai, C. L. (2020). Trends and strategies for conducting effective STEM research and applications: A mobile and ubiquitous learning perspective. International Journal of Mobile Learning and Organisation, 14(2), 161-183. https://doi.org/10.1504/IJMLO.2020.106166
Hwang, G. J., Lai, C. L., Liang, J. C., Chu, H. C., & Tsai, C. C. (2018). A long-term experiment to investigate the relationships between high school students’ perceptions of mobile learning and peer interaction and higher-order thinking tendencies. Educational Technology Research and Development, 66(1), 75-93. https://doi.org/10.1007/s11423-017-9540-3
Kelly-Riley, D., Brown, G., Condon, B., & Law, R. (2008). Washington State University Critical Thinking Project: Resource Guide.
Kurfiss, J. G. (1988). Critical Thinking: Theory, Research, Practice, and Possibilities. ASHE-ERIC Higher Education Report No. 2, 1988. ASHE-ERIC Higher Education Reports, The George Washington University, One Dupont Circle, Suite 630, Dept. RC, Washington, DC 20036-1183.
Lefkos, I., Psillos, D., & Hatzikraniotis, E. (2010). Talking physics in inquiry based virtual laboratory activities. In CBLIS Conference Proceedings 2010 Application of new technologies in science and education. CY - Λευκωσία: University of Cyprus. Ανακτήθηκε στις 01/8/2023 από το https://gnosis.library.ucy.ac.cy/handle/7/64752
Liu, C., Zowghi, D., Kearney, M., & Bano, M. (2021). Inquiry-based mobile learning in secondary school science education: A systematic review. Journal of Computer Assisted Learning, 37(1), 1–23. https://doi.org/10.1111/jcal.12505
National Research Council. (2000). Inquiry and the national science education standards: A guide for teaching and learning. National Academies Press.
National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press.
OECD. (2005). PISA 2003 Technical Report. Paris: OECD
Pedaste, M., Mäeots, M., Siiman, L. A., de Jong, T., van Riesen, S. A., Kamp, E. T., Manoli C.C., Zacharias C.Z. & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational research review, 14, 47-61. https://doi.org/10.1016/j.edurev.2015.02.003
Rane, L. V. (2018). Rane, L. V. (2018). Microcomputer Based Laboratory–An effective instructional tool: A review. IJRAR-International Journal of Research and Analytical Reviews (IJRAR), 5(1), 530-538.
Santos, L. F. (2017). The role of critical thinking in science education. Online Submission, 8(20), 160-173.
SPARKvue (4.7.1.8). (2014). [Mobile app]. PASCO. https://www.pasco.com/products/software/sparkvue
Suárez, Á., Specht, M., Prinsen, F., Kalz, M., & Ternier, S. (2018). A review of the types of mobile activities in mobile inquiry-based learning. Computers and Education, 118, 38–55. https://doi.org/10.1016/j.compedu.2017.11.004.