Teaching mechanical oscillations through mobile devices: A study of students’ skills to design investigations and their scientific inquiry self-efficacy
Published:
Sep 13, 2024
Keywords:
science practices mobile devices mechanical oscillations
Abstract
The aim of this study is to investigate the impact of a teaching intervention about mechanical oscillations on students' skills to design investigations and their scientific inquiry self-efficacy. The sample of the study consisted of 34 middle school students. Instructional materials developed based on the “learning through science practices” approach. Mobile devices were used in activities. The data of the research were the students' answers to questionnaires before and after the teaching intervention. The findings of the study showed that both students' skills in planning investigations and their scientific inquiry self-efficacy improved.
Article Details
- Section
- ORAL PRESENTASIONS
Downloads
References
Andrikopoulou, E. & Skoumios, M. (2021). Improving elementary school students' knowledge of electromagnets and their abilities to design science investigations. International Journal of Research in Education and Science, 7(4), 1167-1183. https://doi.org/10.46328/ijres.2398
Boudreaux, A., Shaffer, P.S., Heron, P.R.L., & McDermott, L.C. (2008). Student understanding of control of variables: deciding whether or not a variable influences the behavior of a system. American Journal of Physics, 76(2), 163–170. https://doi.org/10.1119/1.2805235
Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J. C., Westbrook, A., & Landes, N. (2006). The BSCS 5E instructional model: Origins and effectiveness. Colorado Springs, Co: BSCS.
Chen, H.-T., Wang, H.-H., Lu, Y.-Y., Lin, H., & Hong, Z.-R. (2016). Using a modified argument-driven inquiry to promote elementary school students’ engagement in learning science and argumentation. International Journal of Science Education, 38(2), 170–191. https://doi.org/10.1080/09500693.2015.1134849
Edelsbrunner, P.A., Schalk, L., Schumacher, R., & Stern, E. (2018). Variable control and conceptual change: A large-scale quantitative study in elementary school. Learning and Individual Differences, 66, 38-53. https://doi.org/10.1016/j.lindif.2018.02.003
Husnaini, S., & Chen, S. (2019). Effects of guided inquiry virtual and physical laboratories on conceptual understanding, inquiry performance, scientific inquiry self-efficacy, and enjoyment. Physical Review Physics Education Research, 15(1), 010119. https://doi.org/10.1103/PhysRevPhysEducRes.15.010119
Ketelhut, D. J. (2007). The Impact of student self-efficacy on scientific inquiry skills: An exploratory investigation in river city, a multi-user virtual environment. Journal of Science Education and Technology, 16(1), 99-111. https://doi.org/10.1007/s10956-006-9038-y
Kim, H. (2015). Effects of Science and Engineering Practices on Science Achievement and Attitudes of Diverse Students including ELLs. NABE Journal of Research and Practice, 6(1), 231–253. https://doi.org/10.1080/26390043.2015.12067789
Kruit, P.M., Oostdam, R.J, Berg, E., & Schuitema, J.A. (2018). Assessing students’ ability in performing scientific inquiry: instruments for measuring science skills in primary education, Research in Science & Technological Education, 36(4), 413-439. https://doi.org/10.1080/02635143.2017.1421530
Masnick, A., M., Klahr, D. & Knowles, E. R. (2017). Data-driven belief revision in children and adults. Journal of Cognition and Development, 18(1), 87–109. https://doi.org/10.1080/15248372.2016.1168824
National Research Council [NRC]. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: The National Academies Press.
NGSS Lead States (2013). Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.
Pedaste, M., Baucal, A. & Reisenbuk, E. (2021). Towards a science inquiry test in primary education: development of items and scales. International Journal of STEM Education, 8(19), 1-19. https://doi.org/10.1186/s40594-021-00278-z
Roth, W. M., & Roychoudhury, A. (1993). The development of science process skills in authentic contexts. Journal of Research in Science Teaching, 30(2), 127-152. https://doi.org/10.1002/tea.3660300203
Schwarz, C. & Passmore, C. & Reiser, B. (2017). Helping Students make Sense of the World through Next Generation Science and Engineering Practices. Arlington, VA: The National Science Teachers Association (NSTA) Press.
Tsixouridis, C.A, Vavougios, D. & Ioannidis, G.S. (2017). The Effect of Switching the Order of Experimental Teaching in the Study of Simple Gravity Pendulum – A Study with Junior High-school Learners. International Journal of Emerging Technologies in Learning, 12(3), 128-141. https://doi.org/10.3991/ijet.v12i03.6492